144 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 5100Personal Finance in Education3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Focuses on teaching how to better manage personal finances. Requires students to develop lesson plans on personal financial planning, including goal setting, time value of money, personal financial statements, cash management, credit cards, credit, loans, buying skills, insurance, taxes, housing, investment alternatives, estate and retirement plans.
Provides special education preservice teachers with knowledge and understanding of the characteristics and needs of individuals with severe and significant disabilities. Includes instructional programs and practices for students with moderate and severe disabilities. Evaluates procedures for data-based evaluation of student progress.
EDUC 5120Curriculum and Instruction for Students with Severe and Significant Disabilities3
Examines the history of instructional models and characteristics for students with severe and significant disabilities. Creates instruction and assessment that includes accommodations, adaptations, and materials appropriate for teaching individuals with severe and significant disabilities. Evaluates methods of assessment for purposes of classification and educational placement.
EDUC 5135Reading Instruction for Students with Mild and Moderate Disabilities3
Provides specific strategies and techniques to use in teaching students with learning difficulties both in pull-out special educational settings and in more inclusive general education settings. Features reading curricula aligned with the common core and Utah Effective Teaching Standards. Emphasizes evidence-based practices and empirically supported instruction for teaching reading to students with disabilities combined with data-based decision making.
Prerequisite(s): University Advanced Standing Provides professional educators, administrators, policy makers, and interested members of the public with increased understanding of the latest research affecting K-12 education. Focuses on helping participants keep abreast of effective teaching strategies and curriculum design, alternative learning structures, innovative teaching technologies, educational policies and legislation, etc. May be repeated as many times as desired.
Prerequisite(s): Employment by a state approved LEA, state associates license, completion of LEA required coursework. Introduces the teaching and learning cycle: planning, instruction, and assessment. Assists students in completing an authentic assessment tool that shows how they develop and evaluate student learning. Documents authentic practices from the student's teaching experience that address planning, instruction, assessment, analyzing teaching, and academic language to reveal the impact of a candidate's teaching performance on student learning.
Strengthens the capacity for interpretation and translation services within each LEA. Engages multilingual families from diverse backgrounds in educational opportunities that are predominantly offered in English. Supports participants in earning a USBE Certificate for Interpretation Services, as well as an Advanced Certificate through a Trainer-of-Trainers model.
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Provides a foundation in curriculum theory and practice. Introduces instructional design theories, principles and models. Outlines the historical development, current processes and practices of curriculum development, instructional design, implementation, and assessment. Examines applications and processes of curriculum decision making and the impact of national standards on curriculum design and development at the classroom, district, state, and national levels.
Provides a comprehensive introduction of characteristics of children and youth with disabilities and topics related to models of service delivery, documentation procedures, and legal/ethical issues. Informs historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, accommodations/modifications, assessment, and support services for individuals with disabilities. Discusses the impact of disabilities on academic and social/emotional performances.
EDUC 5312Special Education Methods for Mild/Moderate Disabilities3
Provides an overview of the individual education plan (IEP), service delivery patterns, assessment and programming variables, organizational variables, and instruction and classroom management models necessary for teaching students with mild and moderate disabilities. Provides strategies in selecting, adapting, and using a repertoire of evidence-based instructional strategies to advance learning.
Provides effective classroom management procedures. Focuses on strategies to build strong student-teacher relationships and classroom management philosophy, rules, and consequences. Provides strategies to manage behavior problems encountered in the classroom with students with special educational needs.
Provides an overview of multiple methods of assessment. Presents the connection between gathering assessment information and applying results to decisions regarding students' eligibility for special education services. Includes administering eligibility assessment tests, interpreting results, and communicating results of assessment tools.
Focuses on classroom practices that support and develop children’s mathematical thinking and understanding. Provides specific strategies and techniques to use in teaching students with learning difficulties both in pull-out special educational settings and in more inclusive general education settings. Features Utah Core Standards Mathematics Elementary (K-6) and Utah Effective Teaching Standards. Emphasizes how to implement targeted interventions in Math at the Tier 3 level for students who are not making progress and at the Tier 1 and Tier 2 level interventions. Recommends high leverage teaching practices in math instruction for students with math learning difficulties.
EDUC 5316Methods of Elementary Language Arts and Literacy3
Provides foundations in analyzing and delivering research-based language arts instruction to elementary grade students with disabilities, including second language learners with disabilities. Integrates knowledge of language assessments and the components of quality reading instruction to plan well-sequenced and explicit instruction for students with disabilities. Examines objectives that align with the Utah Core Standards for English Language Arts K-6 curriculum and Utah Essential Standards for English Language Arts standards while still providing individualization.
EDUC 5317Methods of Secondary Language Arts and Literacy in the Content Areas3
Provides foundations in analyzing and delivering research-based language arts instruction to secondary grade students with disabilities, including second language learners with disabilities. Focuses on competencies for implementing intensive, evidence-based interventions to students who have learning disabilities in reading and writing, for monitoring student progress, and for modifying instruction as needed. Features language arts and literacy in the content areas curricula aligned with the Utah Core Standards English Language Arts Secondary and Utah Essential Standards English Language Arts Secondary. Prepares candidates to administer and analyze assessments and design appropriate interventions. Emphasizes evidence-based practices and empirically supported instruction for teaching reading and writing to students with disabilities.
EDUC 5318Secondary Special Education Math Methods3
Integrates foundational knowledge of numeracy acquisition, mathematical concepts, mathematical thinking, mathematics vocabulary, calculation, and problem-solving with instructional methods to plan and deliver well-sequenced and explicit math instruction for students with disabilities. Examines objectives that align with the Utah Math Standards Middle/Junior (6-8) and Utah Math Standards High School (9-12). Highlights evidence-based practices as well as other classroom practices that teachers can use to teach mathematics to students with disabilities.
EDUC 5319Collaboration and Consultation with Parents and School Staff2
Prerequisite(s):Permission of a graduate program director. Addresses effective strategies for fostering collaboration and communication with a variety of stakeholders in K-12 settings. Examines interagency collaboration and consultation practices to meet the needs of K-12 students with special needs. Emphasizes cultivating multidisciplinary teams and professional learning communities capable of supporting parents and teachers in collaborative problem-solving endeavors.
Focuses on instructional design and delivery incorporating various instructional designs and assessments. Introduces a range of instructional models and assessment tools. Requires planning and implementing instruction and assessment using a variety of strategies including technology integration.
EDUC 5324RFoundations of Special Education and Teaching in Diversity2-3
Prerequisite(s): Acceptance into a School of Education graduate program at UVU or an approval from a graduate program director. Focuses on skills to assist in the identification of and instruction for K-12 students with disabilities and those from diverse backgrounds in the general classroom. Provides a comprehensive and foundational knowledge of characteristics of K-12 students from diverse backgrounds and those with disabilities. Includes instructional strategies, accommodations/modifications, models of service delivery, documentation procedures, and legal/ethical issues. May be repeated for a maximum of 6 credits toward graduation.
Subject
EDUC
Credits (min)
2
Credits (max)
3
Credit unit
Credits
Type
course
Repeatable
May be repeated for a maximum of 6 credits toward graduation.
EDUC 5330Strategies for Working with Diverse Learners3
Provides an in-depth understanding of differentiated instructional design and delivery. Focuses on planning and implementing instruction for a diverse classroom community. Emphasizes an assets-based perspective and universal design for learning (UDL) to design equitable and challenging instruction for all learners. Demonstrates knowledge of how cultural groups and students’ cultural identities affect student learning. Creates a community of learners responsible for understanding the world we are committed to changing.
Prerequisite(s): Permission of a graduate program director. Examines foundational research on literacy and language development. Addresses application of research- based reading instructional practices in K-12 classrooms. Focuses on essential components of reading instruction. Presents effective approached to teaching reading in K-12 settings.
EDUC 5340Planning Managing and Implementation in Second Language Teaching3
Prepares teachers to teach content in students' second language in U.S. public schools. Includes applied aspects of second language learning and teaching. Provides general and special educators, and dual language or second language specialists the techniques, activities, strategies, and resources needed to plan instruction for second language learners. Emphasizes the development of teaching skills in language development, literacy, and content-area instruction for K-12 students.
EDUC 5350Theories of Second Language Acquisition for Practitioners3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Examines the intricate web of variables that interact in the second language learning process, including linguistic, cognitive, social, cultural, and political factors. Examines each of these factors in turn and develops understanding of how they work together to foster or inhibit successful second language learning and acquisition. Requires 15 hours of field experience/practicum hours as part of course assignments.
Identifies the connections between language, culture, and identity. Examines multicultural education in the classroom through a focus on the historical, sociological, and philosophical foundations of education in the development of the United States and its education system. Outlines methods to create multicultural /multilingual curricula with a special focus on culturally/ linguistically-responsive instruction and assessment techniques.
Applies foundational knowledge to lead and guide local educational agencies (LEA) and school-wide efforts to advance diversity and equity. Promotes self-reflection about the effect of culture, beliefs, and potential biases on literacy instruction. Leads professional learning experiences related to diversity for staff by advocating for change in educational practices and institutional structures that are inherently biased or prejudiced.
EDUC 5370Standards-Based Assessment for Second Language Learners3
Examines methods and practice for the testing of bilingual students at the classroom level. Focuses on assessment of language proficiency in English language learners (ELL) and the assessment of academic achievement of bilingual students in specific content areas. Develops and reviews tasks (test items), response formats, scoring systems, and test administration procedures as critical to attaining validity and fairness. Examines major current testing policies for linguistic minority students. Practicum required.
EDUC 5380Second Language Acquisition and Development3
Provides teachers with a framework for understanding literacy and linguistic development of students learning in second language acquisition. Provides an understanding of the literacy instructional needs of these students. Increases knowledge and skill in instructional practices that support second language acquisition and literacy development. Facilitates application of concepts, theories, research, and practice in second language acquisition and development.
Provides foundational knowledge on supporting multilingual learners (MLs) in K-12 settings, using current research and case studies. Provides tools to evaluate data on ML’s academic and linguistic growth. Addresses reflection on current educational practices to evaluate and improve meeting ML’s needs. Emphasizes goal setting, lesson planning and data collection procedures for ongoing cycles of action research.
EDUC 5390Family and Community Engagement through Professionalism3
Provides strategies classroom teachers may use for facilitating community participation in the education of minorities. Examines how the teacher's role impacts the adjustment of students to the classroom environment. Studies the techniques of family-school collaboration as well as constructive methods of evaluation. Practicum required.
Prerequisite(s): Five years of classroom experience or equivalent with at least one year in the Utah Educational system with a utah Professional Educator license; instructional coaching experience; experience providing professional learning for adults; three consecutive years of effective or higher rating on Utah Effective Teaching Standards (UETS). Teaches the Utah State Board of Education (USBE) Instructional Coaching Framework. Ensures a level of consistency statewide among all institutions providing courses for the Instructional Coaching Endorsement.
Prerequisite(s): Five years of classroom experience or equivalent with at least one year in the Utah Educational system with a utah Professional Educator license; instructional coaching experience; experience providing professional learning for adults; three consecutive years of effective or higher rating on Utah Effective Teaching Standards (UETS). Ensures that those obtaining the Utah State Board of Education 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.
EDUC 5500Mathematics for Teaching K-6 Numbers and Operations3
Covers the content of Number and Operations to develop a comprehensive understanding of our number system and relate its structure to computation, arithmetic, algebra, and problem solving. Includes number, number sense, computation, and estimation through a coordinated program of activities that develop number concepts and skills. Plans lessons in the mathematical content of number and operations and problem solving strategies. Emphasizes interpreting and assessing students' work and learning, and the integration of the NCTM process standards and the Utah Intended Learning Outcomes (ILOs).
EDUC 5510Mathematics for Teaching K-6 Rational Numbers and Proportional Reasoning3
Provides practicing teachers a deeper understanding of rational numbers, operations with rational numbers, proportionality, and instructional strategies to facilitate the instruction of this content for elementary students.
EDUC 5520Mathematics for Teaching K-6 Algebraic Reasoning3
Provides practicing teachers a deeper understanding of algebraic expressions, equations, functions, real numbers, and instructional strategies to facilitate the instruction of this content for elementary students.
EDUC 5530Mathematics for Teaching K-6 Geometry and Measurement3
Provides practicing teachers a deeper understanding of the geometry and measurement content that exists in the state core and instructional strategies to facilitate the instruction of this content. Applies content understanding in geometry and measurement to classroom practice, interpreting and assessing students' work and learning, and to integrating NCTM process standards and the Utah Intended Learning Outcomes (ILOs) into instruction.
EDUC 5540Mathematics for Teaching K-6 Data Analysis and Problem Solving3
Develops a firm problem-solving foundation. Applies skills and strategies in mathematical contexts. Presents detailed solutions orally to the whole class. Provides a deeper understanding of probability, data representation, and data analysis. Interprets students' learning by integrating National Council of Teachers of Mathematics (NCTM) process standards and the Utah Intended Learning Outcomes (ILOs) into instruction.
EDUC 5550Mathematics for Teaching K-6 Assessment and Intervention3
Provides practicing teachers a deeper understanding of the various types of assessment and their appropriate use for guiding instruction, intervention, and evaluation of student learning of mathematics content. Plans for classroom instruction and assessment consistent with the National Council of Teachers of Mathematics (NCTM) process standards and Utah Instructional Learning Outcomes (ILOs).
EDUC 5560Curriculum Instruction and Assessment for Elementary Mathematics Leaders3
Prerequisite(s): Previously earned Elementary Mathematics Endorsement Develops a broader perspective of curriculum, instruction, and assessment in elementary mathematics education. Emphasizes methods that support teachers and systems.
EDUC 5570Elementary Mathematics Education Leadership for School Change3
Prerequisite(s): Earned Elementary Mathematics Endorsement Develops education leadership knowledge and skills. Analyzes policy and curriculum issues. Analyzes research informing instructional practice. Examines the implementation and evaluation of professional development. Evaluates educational structures that affect equity including use of materials. Examines responsibilities of math coaches and mentors.
EDUC 5600Learning Development and Individual Learning Differences in Gifted Education3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Introduces the characteristics and needs of gifted children and youth. Includes 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.
EDUC 5610Learning Environments for Gifted Students3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Provides an introduction to creating safe learning environments that foster emotional well-being, positive social interaction, leadership, and cultural understanding for success in a diverse society. Develops knowledge of the impact of giftedness and diversity on social-emotional development. Provides support on how to design environments, within a continuum of services, that encourage independence, motivation, and self-efficacy of individuals from all backgrounds.
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Examines how to collect multiple types of assessment information so that all students are able to demonstrate gifts and talents. Develops competence in differentiating curriculum and instruction by using pre- and post-, performance-based, product-based, and out-of-level assessments. Promotes the importance of using non-biased, technically adequate, and equitable approaches in order to identify students from diverse backgrounds for gifted programs.
EDUC 5630Theory into Practice in Gifted and Talented Education2
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Prepares teachers to understand societal influences on the development of curricula. Helps teachers to develop long- and short-range units of instruction anchored in both general and special curricula for gifted and talented students, taking into consideration each individual's abilities and needs, the learning environment, and cultural and linguistic factors.
EDUC 5635Methods and Materials in Gifted Education for Practictioners2
Prerequisite(s): Utah Teaching License or permission from the Dean of the School of Education Requires teacher-participants to locate, create, and or adapt curricular materials needed to implement differentiated instruction for gifted and talented learners. Helps teachers develop materials and methods of instruction that will encourage creative problem-solving and should be adaptable for a variety of student abilities and needs, the learning environment, and cultural and linguistic factors that may influence instruction.
EDUC 5640Curriculum/Instructional Planning in Gifted Education3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Provides research-based models of curriculum and instruction related to students with gifts and talents. Includes responding to student 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. Explains 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. Develops competence in selecting, adapting, and planning for the use of a variety of evidence-based instructional strategies to advance learning of gifted and talented individuals.
EDUC 5650Leadership in Gifted and Talented Education3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Prepares teachers to effectively use leadership principles to collaborate with students and their families, other educators, and related service providers to advocate for individuals with gifts and talents as they promote the learning and well-being of individuals with gifts and talents across settings and diverse learning experiences.
EDUC 5655Professionalism and Collaboration in Gifted Education3
Examines professionalism and collaboration with gifted students and their families. Addresses advocating for individuals with gifts and talents. Focuses on the learning and well-being of gifted students in K-12 settings.
EDUC 5656Depth and Complexity for Gifted Learners3
Explores principles of critical thinking and questioning strategies implemented in K-12 classrooms. Presents evidence-based reasoning skills and meaningful questioning techniques for deeper levels of thinking for gifted learners.
Helps teachers become proficient in developing and using a variety of formal and informal assessments and instructional procedures to accelerate students’ reading achievement as appropriate. Guides teachers to screen for reading problems, diagnose reading strengths and needs, and monitor progress to ensure students achieve optimal growth in reading within the context of a Multi-Tiered System of Support. Demonstrates procedures for gathering, analyzing, and interpreting data to inform instruction, as well as methods for communicating findings to stakeholders.
Provides educators with background, depth of knowledge, and tools to teach language and literacy skills to K-12 students who struggle with reading. Provides teachers with the skills needed to master the fundamentals of reading instruction – phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language. Explores the difficulties that students face in learning to read and how teachers can use assessments to support student learning. Empowers teachers to differentiate their instruction to meet the varying needs of students in their classroom.
EDUC 5662Instruction with Literature and Informational Texts for Children and Young Adults3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Provides an overview of literary and informational texts for children and young adults, with emphasis on classic and recent publications, and their appropriate use in the classroom. Discusses important authors, historical context, and background, and considers current trends and classroom applications in literacy.
Develops an in-depth understanding of the research findings, issues, principles, and practices related to exemplary, research-based literacy instruction in the content areas. Prepares teachers to provide every student with meaningful and engaging opportunities to learn high-level skills through reading, writing, and speaking while working with graphics and texts, including images, video, and audio, in the K-12 curriculum. Evaluates texts in various content areas or topics to identify the qualitative and quantitative features of a text and address reader and task considerations.
EDUC 5664Curriculum and Instruction for Literacy Development3
Focuses on emergent literacy development for students in grades K-12. Prepares students to design instructions that are appropriate for literacy learning environments, experiences, and interventions for emergent language learners. Covers the history, major perspectives, and theories about how students develop literacy. Delivers knowledge on developmentally appropriate instruction, reading behaviors, and literacy development within the larger framework of the communicative arts, i.e., oracy, written expression, reading, spelling, handwriting, listening, the visual and performing arts, and the social community.
EDUC 5665Reading Comprehension Instruction for Practitioners3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Helps practicing teachers acquire knowledge and understanding of current theories and models that impact reading comprehension and apply that knowledge in instruction. Focuses on understanding reading comprehension, increasing the range, quality and complexity of reading materials used by students, and supporting student responses to text. Builds teachers' ability to help their students use texts efficiently and effectively to develop and express complex, critical thinking.
EDUC 5666Effective Writing Instruction for Practitioners3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Examines theories, concepts, and methodologies that promote the development of strategic writers. Prepares teachers to provide research-based methods for teaching K-12 students to develop a range of writing skills and applications including how to compose opinion/argumentation, informational/expository, and narrative writing. Facilitates teachers' ability to assess K-12 student writing.
EDUC 5667Science of Literacy I - Learning to Read3
Prerequisite(s): Utah Professional Educator License Explores the difficulties that students face in learning to read and how teachers can use assessments to support student learning and differentiate. Teaches how phonological skills are developed, taught, and assessed. Builds a deep understanding of how students learn and why some students may struggle. Focuses on ways to differentiate instruction to meet the varying need of students. Requires practice and implementation in the classroom.
EDUC 5668Science of Literacy II – Phonics/Spelling/Word Recognition3
Prerequisite(s): Utah Professional Educator License Provides an overview of phonics and how to assess phonics and word recognition. Focuses on how letters and sounds are connected. Considers best practices to teach spelling and reading fluency. Builds a deeper understanding of how students learn and why some students may struggle. Empowers teachers to differentiate their instruction to meet the varying need of students in their classroom. Requires practice and implementation in the classroom.
EDUC 5669Science of Literacy III – Oral Language/Vocabulary3
Prerequisite(s): Utah Professional Educator License Focuses on language comprehension and vocabulary. Describes why each is important and which instructional strategies are effective. Explores ways to create a language-rich classroom environment, and plan effective comprehension instruction. Builds a deeper understanding of how students learn and why some students may struggle. Focuses on ways to differentiate instruction to meet the varying need of students. Requires practice and implementation in the classroom.
Prerequisite(s): Previously earned Elementary Arts Endorsement Encourages the development of a personal identity as an artist and teacher of the arts. Applies the philosophy of aesthetics to the exploration of the nature of art and personal artistic preferences. Teaches educators to develop and assess the cognitive, physical, social, and emotional needs and abilities of individual learners and meet those needs through arts instruction and experiences.
EDUC 5671Teaching the Arts in the Elementary Classroom2
Prerequisite(s): EDUC 5670 Continues the development of a personal identity as an artist and teacher who uses the arts. Enables participants to construct and facilitate learning experiences in each art form based on National and State Core Art Standards. Teaches educators to develop and assess the cognitive, phycisal, social, and emotional needs and abilities of individual learners and meet those needs through arts instruction and experiences. Prepares participants to advocate for the arts by applying and descriting how arts education aligns with effective educational theories.
Prerequisite(s): EDUC 5671 Guides the construction and facilitation of learning experiences in each art form based on National and State Core Art Standards. Facilitates learning experiences to develop and asses the cognitive, physical, social, and emotional needs and abilities of individual learners through the arts. Continues to develop participants as advocates for high quality arts education that aligns with effective educational theories. Encourages participants to apply the cultural and historical meaning of the arts to connect arts experiences with differing context and aspects of life. Introduces ways to construct, implement, and assess arts-integrated learning experiences.
Prerequisite(s): EDUC 5672 Guides the development of arts exhibits, performances, informances, or explorations demonstrating student competency in the arts. Applies the philosophy of aesthetics to the exploration of the arts and personal preferences. Develops participants as advocates for high quality arts education that aligns with effective educational theories. Identifies and connects various programs and practices at district, region, state, and national levels to help participants promote and experience the arts, while meeting shared goals.
Examines the individual's personal identity as a teacher. Provides opportunities for participants to practice various instructional strategies during practicum/clinical experiences. Requires participants to construct, implement, and assess competency-based learning experiences.
Prerequisite(s): EDUC 5674 Provides opportunity for participants to share a personal identity as an artist, and as a teacher who uses the arts, to benefit themselves and others. Assesses participant ability to exhibit work and/or produce performances, informances, or explorations demonstrating student competency in the arts. Requires participants to advocate for the arts by applying and describing how arts education aligns with effective educational theories. Analyses participant's ability to apply the cultural and historical meaning of the arts to connect arts experiences with differing contexts and aspects of life. Asks participants to construct, implement, and assess arts-integrated learning experiences. Evaluates participant's practice in identifying and connecting various programs and practices at district, region, state, and national levels to promote and experience the arts, while meeting shared goals.
EDUC 5677Science of Literacy IV – Reading Comprehension and Writing3
Prerequisite(s): Utah Professional Educator License Identifies effective comprehension strategies. Describes ways to guide comprehension with questioning. Explores the reading-writing connection to support students in learning foundational writing skills. Builds a deeper understanding of how students learn and why some students may struggle. Focuses on ways to differentiate instruction to meet the varying need of students. Requires practice and implementation in the classroom.
EDUC 5700Foundations of Dual Langage Immersion Education3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Presents a historical overview and the theoretical and research foundations for dual language and immersion education. Emphasizes the practical application of theory and research in immersion programs.
EDUC 5710Instructional Strategies/Curriculum/Classroom Management for the Elementary Classroom3
Provides knowledge on instructional strategies, curriculum design, and classroom management for the elementary classroom. Builds a repertoire of teaching strategies, tasks, and resources in planning units of instruction.
Prerequisite(s): Utah professional teaching license. Focuses on STEM integration through the lens of mathematics. Identifies and distinguishes 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. Applies 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. Models practices to build their participant capacity to create effective student-centered learning environments and instruction. Emphasizes authentic connections between mathematics and science, technology, and engineering design.
Prerequisite(s): Utah professional educator license Focuses on STEM integration through the lens of science. Identifies and distinguishes STEM models as they examine, engage in, and implement three dimensions of science instruction, Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), and Crosscutting concepts (CCCs), through the use of authentic phenomena. Teaches participants to apply pedagogical practices that help K-6 students develop the disciplinary literacy needed to authentically communicate in science and helps students develop the skills needed to integrate science with other disciplines. Instructs participants to model practices to build their capacity to create effective student-centered learning environments and instruction. Emphasizes authentic connections between science and technology, engineering design, and mathematics.
EDUC 5742STEM for Teaching K-6 Technology and Engineering3
Prerequisite(s): Utah professional educator license Focuses on STEM integration through the lens of engineering and technology. Teaches participants to 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. Applies pedagogical practices that help K-6 students develop the disciplinary literacy needed to authentically communicate in engineering and helps students develop the skills needed to integrate the engineering design process with other disciplines. Models practices to build participant capacity to create effective student-centered learning environments and instruction. Emphasizes authentic connections with science and mathematics.
Prerequisite(s): Recommended: Education Majors or Licensed Educators Provides teachers with a deep and useful understanding of energy and the nature of how students use concepts of energy to make sense of phenomena across life, earth, and physical science. 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. Also connects knowledge of energy concepts to practices in technology, engineering, and mathematics.
Prerequisite(s): Recommended: Education Majors or Licensed Educators Provides teachers with a deep and useful understanding of force and the nature of how students use concepts of force to make sense of phenomena across life, earth, and physical science. Enhances teacher insights into: 1) how force, matter and energy interact, 2) the relationship of force to energy and interactions within fields, and 3) pedagogical content knowledge around teaching and learning about force. Also connects knowledge of concepts of force to practices in technology, engineering and mathematics.
Prerequisite(s): Recommended: Education Majors or Licensed Educators Provides teachers with a deep and useful understanding of matter and the nature of how students use concepts of matter 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 matter to forces and interactions within fields, and 3) pedagogical content knowledge around teaching and learning about matter. Also connects knowledge of concepts of matter to practices in technology, engineering and mathematics.
Explores a foundational component of Scientific Literacy, the Nature of Science (NOS), and the Nature of Engineering (NOE) to develop an understanding and knowledge of how the disciplines of Science and Engineering function. Experiences phenomena-based, three-dimensional science instruction that supports the development of students’ conceptual science understanding and scientific literacy. Introduces ways to promote effective and equitable science instruction both in personal practice and in the science education community.
Develops a deep understanding of systems at various scales from the universe to the molecular level. Communicates information about how systems are each an organized group of related parts that make up a whole that can carry out functions its individual parts cannot. Develops models to represent systems and their interactions, including inputs, processes, and outputs, along with energy, matter and information flows within systems. Analyzes student work to support the development of students’ conceptual understanding and scientific literacy related to systems. Considers ways to promote effective and equitable science instruction both in personal practice and in the science education community.
Develops a conceptual understanding of energy and matter flows into, out of, and within systems through reading, discussion, and use of models. Analyzes examples of student models and critiques multiple assessments to prepare participants to enact phenomena-based, three-dimensional science instruction that supports the development of students’ conceptual understanding and scientific literacy related to energy and matter. Considers ways to promote effective and equitable science instruction both in personal practice and in the science education community.
Asks effective 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. Engages in science investigations, critiques lessons that include investigation, and designs and provides an opportunity to teach a lesson to enact phenomena-based, three-dimensional science instruction that supports the development of students’ conceptual understanding and scientific literacy related to cause and effect. Considers ways to promote effective and equitable science instruction both in personal practice and in the science education community.
Develops a conceptual understanding that natural systems are usually stable until changes occur. Constructs explanations of how changes occur as natural systems interact and how systems in dynamic equilibrium are stable due to a balance of feedback mechanisms. Introduces ways to enact phenomena-based, three-dimensional science instruction and assessment that supports the development of students’ conceptual understanding and scientific literacy related to stability and change in systems. Promotes effective and equitable science instruction both in personal practice and in the science education community.
Demonstrates all competencies that have been learned through the Elementary Science Endorsement experience. Uses the crosscutting concepts and disciplinary core ideas to support sensemaking, create and implement practices to engage all students in authentic science learning, collaborate with other educators to develop and analyze learning opportunities for students, and promote effective and equitable science instruction both in personal practice and in the science education community.
EDUC 5790STEM Practices with a Focus on Technology and Problem-Based Learning3
Prerequisite(s): Recommended: Education Majors or Licensed Educators Engages participants in developing meaningful understandings of problem-based approaches to teaching, learning, and the integration of STEM practices across the curriculum using appropriate technology. Requires the development and creation of problem-based, hands-on experiences.
EDUC 5800Foundations of Instructional Design and Pedagogy3
Explores the pivotal role of technology in three key aspects: curriculum design, teaching methodologies, and assessment. Emphasizes the intentional use of technology to promote inclusion and increase student engagement. Improves proficiency in the use and evaluation of technologies available through the state and their school/district.
Delves into the key elements influencing effective K-12 technology leadership in the present-day landscape. Analyzes various cultures and methodologies that promote ongoing innovation and adeptly harness the potential of technology trends and advancements. Focuses on the development of professional learning networks, funding sources for educational technology, and the development and implementation of professional learning experiences.
Guides students to be reflective as literacy professionals that apply their knowledge of adult learning to coordinate ongoing LEA/school-wide literacy improvement efforts. Provides various ways for designing, facilitating, and coordinating effective professional learning experiences. Suggests ways to make innovative and sustainable improvement that addresses the context-specific needs of the local community.
EDUC 5812Leading a Professional Learning Community3
Introduces teachers to critical concepts about building a school culture that leverages the strengths of collective solutions. Provides background information on the development of professional learning communities (PLCs) and how they can impact high student performance. Scaffolds knowledge on how to lead PLCs. Identifies leadership skills required to effectively manage change within the school setting. Identifies impact of PLC regarding fairness, transparency, and trust.
Recognizes the efforts and competencies of experienced educators to support the retention and professional growth of beginning educators. Identifies various ways to provide multiple levels of support to early career educators. Supports a teacher mentor to exhibit an understanding of and personal competency.
Focuses on instructional coaching in K-12 settings. Examines effective coaching behaviors. Addresses a variety of strategies and tools to support successful coaching. Offers opportunity for application of principles in K-12 classrooms.
Examines collaborative learning environments for coaches and mentors in K-12 settings. Focuses on principles of adult learning theory. Addresses strategies to support adult growth and learning.
Focuses on team learning in K-12 settings. Focuses on research-based practices in leading teams. Addresses the tools required to cultivate a culture of professional learning. Provides practical application of team learning principles and interventions in K-12 settings.
EDUC 5817Action, Research, and Data Literacy with Adult Learning Education3
Examines application of adult learning theory and change theory in action research. Addresses data collection and analysis. Focuses on data driven interventions in K-12 settings. Provides application of adult learning principles in K-12 settings.
EDUC 5820Supporting and Developing 21st Century Learners3
Investigates the fundamental components necessary to cultivate knowledge and skills that encourage 21st-century learning. Focuses on designing personalized learning experiences, engaging students in the use of technology to promote collaboration, creativity, communication, and critical thinking.
EDUC 5830Digital Citizenship and Information Literacy3
Enhances a comprehensive understanding of digital citizenship, information literacy, and digital wellness. Guides teachers to inform their students to become responsible and informed digital citizens in today's interconnected world.
EDUC 5840Universal Design for Learning for Practitioners3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Focuses on universal design for learning (UDL) that differentiates curricula and learning environments for a wide range of student abilities and disabilities. Requires students to learn to apply the UDL approach in designing differentiated learning experiences for their classrooms using educational technology.
EDUC 5850Digital Course Design Capstone for Practitioners3
Prerequisite(s): Professional educator license or permission of the Dean of the School of Education Teaches students to design and create media for content-specific units of instruction. Requires students to use technology specific to a given discipline, and to incorporate instructional design and digital media to create an online unit of study.
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Examines the increasingly pervasive role of electronic media in educating and socializing young students. Explores the range of content available to these students and their families; documents the developing child's patterns of use and understanding of media; examines theories and methods for assessing media effects; reviews research on the role of media in shaping individual identity and responses to social issues; and analyzes public policies that affect teachers and students.
EDUC 6081Instruction, Curriculum and Educational Leadership in the Digital Age3
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Examines issues surrounding teachers and the use of technology in curricular and instructional design. Emphasizes designing coursework for an online learning environment. Explores the history and models of instructional design and teaches incorporation of appropriate digital media formats to create an online learning environment. Introduces the integrated nature of Technological Pedagogical Content Knowledge (TPACK) and the National Educational Technology Standards (NETS) as frameworks for identifying and applying the knowledge needed to teach and assess student learning with technology. Addresses issues of leadership, as students may become mentors in the area of educational technology.
EDUC 6082Equitable Technology Integration for Practitioners3
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, or permission of the graduate program director. Integrates information and communication technologies into instruction and prepares teachers to use technologies to differentiate their instruction to meet the needs of all students. Uses technology to revitalize pedagogy and provides teachers with the skills to develop lesson activities that empower students to make meaningful connections and develop 21st Century skills.
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Focuses on using instructional design and Web page design principles. Examines the best instructional use of online options, including flipped and hybrid course design, and gaming. Requires completion of an instructional design plan for an instructional unit of the participants' choice for a learner group of their choice.
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Teaches students to design and create media for content-specific units of instruction. Covers the use of technology specific to a given discipline, and teaches how to incorporate instructional design and digital media to create an online unit of study.
Prerequisite(s): Matriculation into a School of Education graduate program or matriculation into Master of Science-Mathematics, M.S., program, or approval of graduate program director. Introduces the principal methodologies used in research in education. Presents basic information about the purposes of research, the scientific method, and basic qualitative and quantitative research. Identifies methods for locating, reading, interpreting and using research reports and in applying measurement issues and research methods to classroom problems. Investigates teacher research practices and ways it can be used to study teaching and teacher education.
Prerequisite(s): Acceptance into a School of Education graduate program or acceptance into Master of Science-Mathematics, M.S. program, or approval of graduate program director. Introduces elementary statistics in educational settings and includes descriptive statistics, sampling, central tendency, and inferential methods. Emphasizes reading, understanding and evaluating statistics in research reports.
EDUC 6202Creating and Managing a Learning Environment3
Prerequisite(s): Admission to School of Education Graduate Program or permission of the Dean Provides first-hand, supervised, clinical experience in observing and implementing effective class management practices.
Prerequisite(s): Acceptance into a School of Education graduate program at UVU or an approval from a graduate program director. Provides student teaching experience in K-12 classroom. Includes application of knowledge, skills, and attitudes derived in previous course work and program experience. Required for student teachers and interns to be recommended for an initial teaching license from the Utah State Office of Education. May be Graded Credit/No Credit. Graduate fee of $300 applies. May be repeated for a maximum of 6 credits toward graduation.
Subject
EDUC
Credits (min)
3
Credits (max)
6
Credit unit
Credits
Type
course
Repeatable
May be repeated for a maximum of 6 credits toward graduation.
Prerequisite(s): Acceptance into a School of Education graduate program at UVU or an approval from a graduate program director. Integrates previous coursework and current student teaching or internship experience. Includes designing, teaching and assessing a comprehensive learning segment in a content area. Focuses on professional analysis and using action research to reflect. May be repeated for a maximum of 6 credits toward graduation.
Subject
EDUC
Credits (min)
1
Credits (max)
3
Credit unit
Credits
Type
course
Repeatable
May be repeated for a maximum of 6 credits toward graduation.
EDUC 6210Masters Project School Counseling Internship3
Prerequisite(s): Matriculation into School of Education graduate program or approval of graduate program director and Completion of School Counseling Practicum Provides Internship students with weekly interaction with supervisors that averages one hour per week of individual and/or triadic supervision throughout the internship, provided by (1) the site supervisor, (2) counselor education program faculty, or (3) a student supervisor who is under the supervision of a counselor education program faculty member. Engages internship students in an average of 1½ hours per week of group supervision on a regular schedule throughout the internship. Provides group supervision by a counselor education program faculty member or a student supervisor who is under the supervision of a counselor education program faculty member. Requires students to complete 300 of the 600 required clock hours of supervised counseling internship in roles and settings with clients relevant to their specialty area.
Prerequisite(s): Admission to Graduate Status Admission to the School of Education Masters Degree Program Or permission of the Dean Provides a foundation in curriculum theory and practice. Introduces instructional design theories principles and models. Outlines the historical development, current processes and practices of curriculum development, instructional design, implementation, and assessment. Investigates research and theory about educational contexts, motivation, curriculum, learning, and development as they relate to models of instruction. Examines applications and processes of curriculum decision making and the impact of national standards for content areas to curriculum design and development in classroom and district settings.
Prerequisite(s): Admission to School of Education Graduate Program or permission of the Dean Provides a comprehensive introduction of characteristics of children and youth with disabilities and topics related to models of service delivery, documentation procedures, and legal/ethical issues. Includes historical factors, legislation, etiology, characteristics, needs, educational strategies, including existing and emerging technologies, accommodations/modifications, assessment, and support services for individuals with disabilities. Discusses the impact of disabilities on academic and social/emotional performances.
Prerequisite(s): Admission to a graduate program or a graduate program director's approval Focuses on instructional design and delivery incorporating 21st century learning design and assessment. Introduces a range of instructional models and assessment tools. Requires planning and implementing instruction and assessment using several selected models.
Focuses on instructional design and delivery incorporating various instructional design and assessment. Introduces a range of instructional models and assessment tools. Requires planning and implementing instruction and assessment, using a variety of strategies including technology integration.
EDUC 6330Strategies for Working with Diverse Learners3
Prerequisite(s): Acceptance into a graduate program at UVU or an approval from a graduate program director. Provides an in-depth understanding of differentiated instructional design and delivery. Focuses on planning and implementing instruction for a diverse classroom community. Emphasizes on an assets-based perspective and universal design for learning (UDL) to design equitable and challenging instruction for all learners. Demonstrates how cultural groups and students’ cultural identities affect student learning. Creates a community of learners responsible for understanding the world we are committed to changing.
Prerequisite(s): Admission to Graduate Status Admission to the School of Education Masters Degree Program Or permission of the Dean or the instructor Prepares teachers to teach English as a second language in U.S. public schools. Includes both theoretical and applied aspects of second language learning and teaching. Provides general and special educators and second language specialists techniques, activities, strategies and resources to plan instruction for English language learners (ELLs). Emphasizes oral language development, literacy and content-area instruction for teaching K-12 students.
Prerequisite(s): Admission to Graduate Status Admission to the School of Education Masters Degree Program Or permission of the Dean or the instructor Describes the variables that interact in the second language learning process, including linguistic, cognitive, social, cultural, and political factors. Examines learning a second language as both an individual and social experience. Examines the linguistic, cognitive, psychological, and emotional elements of learning a second language. Identifies the interactions between the individual and the contexts in which s/he interacts and then attempts to understand how they work together to foster or inhibit successful second language learning and acquisition.
Prerequisite(s): Admission to Graduate Status Admission to the School of Education Masters Degree Program Or permission of the Dean or the instructor Identifies the connections between language, culture, and identity. Examines multicultural education through a focus on the historical, sociological, and philosophical foundations of education. Emphasizes the role of ethnicity in the development of the United States and its education system. Outlines multicultural /multilingual curricula with a special focus on culturally/ linguistically-responsive instruction and assessment techniques.
Prerequisite(s): Admission to Graduate Status Admission to the School of Education Masters Degree Program Or permission of the Dean or the instructor Examines theory, methods, and practice in the testing of bilingual students at both the classroom level and the large-scale level in the context of school accountability. Focuses on assessment of language proficiency in English language learners (ELL) and the assessment of academic achievement of bilingual students in specific content areas. Develops and reviews tasks (test items), response formats, scoring systems, and test administration procedures as critical to attaining validity and fairness. Examines testing major current testing policies for linguistic minority students. Practicum required.
EDUC 6380Literacy and Linguistics in English as a Second Language3
Prerequisite(s): Admission to Graduate Status Admission to the School of Education Masters Degree Program Or permission of the Dean or the instructor Focuses on how teachers can best meet the literacy and language needs of students from a variety of cultural, socioeconomic and language groups. Explores frameworks for providing high-quality literacy instruction to all students. Analyzes classrooms and schools that have been successful in accomplishing this. Examines ethnic identities and personal conceptions of diversity, and how these may impact instructional decisions. Analyzes students and families represented in their classrooms. Discusses ways to build bridges between home and school cultures.
Prerequisite(s): Admission to Graduate Status Admission to the School of Education Masters Degree Program Or permission of the Dean or the instructor Provides strategies for facilitating community participation in the education of minorities. Examines the role of the teacher in the classroom and community with the intention of developing insight and understanding of how the teacher's role in these areas impacts the adjustment of adolescents during grades 7-12. Considers models and methods for facilitating positive relationships. Studies the techniques of family-school collaboration as well as constructive methods of evaluation. Practicum required.
Prerequisite(s): Admission to a graduate program in the Department of Graduate Education or approval from a Graduate Program Director. Examines contemporary issues in teaching and learning from both personal and public perspectives. Provides opportunities to critically analyze current educational challenges and design professional development initiatives with actionable plans. Explores legal, civic, and political frameworks that shape and influence teaching and learning in U.S. schools.
Prerequisite(s): Acceptance into the Teacher Leader or Earned Endorsement emphasis in the M.Ed. program, or permission of the program director. Ensures that those obtaining the Utah State Board of Education (USBE) 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 using the USBE Coaching Framework. Teaches the USBE Coaching Framework to ensure a level of consistency statewide among all institutions providing courses for the Instructional Coaching Endorsement.
Prerequisite(s): Acceptance into the UVU SOE master of education program. Builds theoretical background knowledge and skills required for teaching adults in professional development or coaching, mentoring settings. Ensures that those pursuing and obtaining the Utah State Board of Education 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.
Prerequisite(s): Acceptance into the Master's of Education program. Introduces teachers and instructional specialists to exemplary global/intercultural curriculum and pedagogy that have helped students enhance higher order thinking skills, socio-emotional competences, and global/intercultural competences. Analyzes globalization processes and their influences on teaching and learning in a global and intercultural context. Discusses similarities and differences of pedagogical and classroom practices between/within/across cultures in terms of competency-based teaching and learning. Integrates global/intercultural curriculum and pedagogy to be used in K-12 classrooms and any other educational settings.
Prerequisite(s): Admission to School of Education graduate program; professional educator license; or permission of the Dean of the School of Education Designed for K-6 teachers. Covers the content of Number and Operations to develop a comprehensive understanding of our number system and relate its structure to computation, arithmetic, algebra, and problem solving. Includes number, number sense, computation, and estimation through a coordinated program of activities that develop number concepts and skills. Special attention in this course will be given to how children learn and connect the fundamental concepts of number systems, children's developmental trajectories in the mathematical content of number and operations, how children construct their understanding of various number systems and arithmetic, children's typical error patterns, problem solving strategies, interpreting and assessing students' work and learning, and integration of the NCTM process standards and the Utah Intended Learning Outcomes (ILOs).
EDUC 6510Teaching K-6 Rational Numbers and Proportional Reasoning3
Prerequisite(s): Admission to School of Education graduate program, professional educator license; EDUC 6500, or permission of the Dean of the School of Education. Provides practicing teachers a deeper understanding of rational numbers, operations with rational numbers, proportionality, and instructional strategies to facilitate the instruction of this content for elementary students.
Prerequisite(s): Admission to School of Education graduate programs; professional educator license; or permission of the Dean of the School of Education. Provides practicing teachers a deeper understanding of algebraic expressions, equations, functions, real numbers, and instructional strategies to facilitate the instruction of this content for elementary students.
Prerequisite(s): Acceptance to graduate studies in the School of Education; professional educator license, or permission of the Dean of the School of Education. Provides practicing teachers a deeper understanding of the geometry and measurement content that exists in the state core and instructional strategies to facilitate the instruction of this content. Special attention in this course will be given to how children learn and connect the fundamental concepts of geometry and measurement, children's developmental trajectories in this mathematical content, how children construct their understanding of various geometric concepts, children's typical error patterns, problem solving strategies, interpreting and assessing students' work and learning, and integration of the NCTM process standards and the Utah Intended Learning Outcomes (ILOs).
EDUC 6540Teaching K-6 Data Analysis and Problem Solving3
Prerequisite(s): Professional educator license; admission to graduate program in the School of Education; or permission of the Dean of the School of Education. Develops a firm problem-solving foundation. Using skills and strategies applied in mathematical contexts practicing teachers will learn to think, work with others, present solutions orally to the whole class, and write up detailed solutions. Provides practicing teachers a deeper understanding of probability and data representation and analysis. Special attention in this course will be given to children's typical error patterns, problem solving strategies, interpreting and assessing students' work and learning, and integration of the NCTM process standards and the Utah Intended Learning Outcomes (ILOs).
EDUC 6550Teaching K-6 Assessment and Intervention3
Prerequisite(s): Professional educator license; admission to graduate level in the School of Education; or permission of the Dean of the School of Education. Provides practicing teachers a deeper understanding of the various types of assessment and their appropriate use for guiding instruction, intervention, and evaluation of student learning of mathematics content. Teaches how to screen students for mathematics problems or potential mathematics problems, diagnose students' mathematics strengths and needs, and monitor students' progress to ensure students will make optimal progress in mathematics. Teaches procedures for managing and analyzing assessment data.
Prerequisite(s): Admission into the Master of Education program Prepares teachers of GT learners to better understand the field as an evolving and changing discipline influenced by history, philosophies, research-based principles and theories, relevant laws and policies, cultural and historical points of view, and human issues that influence professional practice, including assessment, instructional planning, delivery, and program evaluation. Explores characteristics of gifted individuals with emphasis on identifying needs and a general overview of possible services for gifted learners. Prepares teachers to advocate for GT students and their programs in schools and school districts. Emphasizes discussing and finding applications from current research in gifted, talented, and advanced education.
EDUC 6630Theory into Practice for High Ability Education3
Prerequisite(s): Admission to Master of Education program Prepares teachers to understand societal influences on the development of curricula. Focuses on long- and short-range units of instruction anchored in both general and special curricula for gifted and talented students. Addresses individual’s abilities and needs, the learning environment, and cultural and linguistic factors. Includes current research-based classroom practices.
EDUC 6635Methods and Materials for High Ability Learners3
Prerequisite(s): Admission to Master of Education program Requires teacher-participants to locate, create, and or adapt curricular materials and methods of instruction needed to implement differentiated instruction for gifted and talented learners. Encourages creative problem-solving for a variety of student abilities and needs, the learning environment, and cultural and linguistic factors that may influence instruction. Requires application of current findings from the literature to the evaluation of methods and materials for gifted and talented instruction.
EDUC 6660Reading Assessments and Instructional Interventions3
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Focuses on curriculum-based measurement, the assessment/instructional cycle, and how to use assessment data to design and implement instructional interventions to increase students' reading achievement. Studies the four federal assessment categories: screening, progress monitoring, diagnosis, and outcomes, as well as assessment instruments within the various categories and the 3-tiered model. Focuses on building students' oral language and background knowledge, teaching alphabet knowledge and phonemic awareness, teaching students to use and recognize and use common phonic spelling patterns, building vocabulary, increasing fluency, teaching students to apply comprehension strategies, and fostering students reading engagement. Describes reading assessments and interventions that are appropriate at the primary, intermediate, and secondary levels.
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Provides foundational knowledge about literacy instruction, including an historical perspective on reading instruction, an introduction to theories and models of literacy acquisition, a study of language systems and language acquisition, and theories related to the literacy development of people across the lifespan and their instructional implications. Includes the debates and various stances of reading researchers, and the instructional directives that grew out of the research.
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Designed to help students understand the history, major perspectives and theories about how young children understand literacy. Focuses on developmentally appropriate instruction and the value of play relating to oral and print literacy in kindergarten and the primary grades. Examines literacy development within the larger framework of the communicative arts, i.e., oracy, written expression, reading, spelling, handwriting, listening, the visual and performing arts, and the social community, i.e., family, socioeconomic conditions, culture, ethnicity, language, etc.
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Program Director. Develops an in-depth understanding of the research findings, issues, principles and practices related to exemplary, research-based instruction in the content areas. Prepares teachers to provide every student with meaningful and engaging opportunities to learn high-level skills through reading, writing, and speaking while working with graphics and texts, including images, video, and audio, in the K-12 curriculum. Evaluates texts in various content areas or topics to identify the qualitative and quantitative features of a text and address reader and task considerations.
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Provides practicing secondary teachers with concepts, models, and strategies to support adolescent literacy instruction. Familiarizes teachers with practical constructs for understanding adolescent literacy, its importance, how it can be fostered and employed for student learning, how the challenges of adolescent literacy differ from the challenges of early reading instruction, and how systematic interventions can help remediate chronic failure in literacy and learning. Teaches effective literacy improvement practices that can be realistically implemented in the context of secondary teachers' many demands.
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Focuses on reading comprehension instruction as the essence of reading. Emphasizes the theoretical foundations that support comprehension such as schema theory and the construction-integration theory. Includes the following five research-supported strategies: activating prior knowledge, questioning, analyzing text structure, creating mental or visual images and summarizing. Teaches how to offer explicit teacher-led comprehension strategy instruction that will lead to helping their students coordinate a set of comprehension strategies. Teaches how to help students construct meaning through rich discussions and interactions around a variety of text structures and genres. Prepares teachers to provide scaffolded support including demonstrations, pictures, diagrams, and collaboration with other students.
Prerequisite(s): Admission to Graduate Status, Admission to the School of Education Masters Degree Program, Or permission of the Dean Focuses on using effective strategies for teaching writing across the curriculum and for diverse populations. Teaches application of the writing process, writing workshop, and interactive writing procedures in the classroom. Covers the development of orthographic knowledge and how to assess student work using the Qualitative Spelling Inventory and the Six-Trait Writing Model.
Prerequisite(s): Admission to Graduate Status; Admission to the School of Education Masters Degree Program; Or permission of the Dean or the instructor Prepares teachers to teach English as a second language in U.S. public schools. Includes both theoretical and applied aspects of second language learning and teaching. Provides general and special educators and second language specialists techniques, activities, strategies and resources to plan instruction for English language learners (ELLs). Emphasizes oral language development, literacy and content-area instruction for teaching K-12 students.
Provides teachers with a deep and useful understanding of force and the nature of how students use concepts of force to make sense of phenomena across life, earth, and physical science. Explores the theory of and enhances teacher insights into: 1) how force, matter and energy interact, 2) the relationship of force to energy and interactions within fields, and 3) pedagogical content knowledge around teaching and learning about force. Also connects knowledge of concepts of force to practices in technology, engineering and mathematics, and engages participants in evaluating technology appropriate to elementary STEM instruction. Requires participants to make connections between current learning theories and methods of STEM instruction.
Models effective and engaging instructional practices for teaching about matter in the elementary classroom, and connects knowledge of concepts of matter to practices in technology, engineering and mathematics. Requires participants to design and implement STEM lessons that will help elementary students use content knowledge about matter to make sense of phenomena across life, earth, and physical science. Designed to help participants gain insights into: 1) how matter and energy interact, 2) the relationships of matter to forces and interactions within fields, and 3) pedagogical content knowledge for teaching about matter. Involves participants in active instructional strategies and pedagogical theories. Focuses on designing learning environments that support collaborative learning and engagement in STEM lessons.
EDUC 6780Science and Engineering in Elementary STEM Education3
Explores the nature of science using science and engineering principles, practices, and processes. Investigates applications of learning theory to Science, Technology, Engineering and Mathematics using problem-based learning experiences. Requires participants to develop teaching practices to assist them in integrating engineering practices across disciplines as they apply Utah Science Standards to elementary STEM instruction.
EDUC 6790Technology and Problem-Based Learning in Elementary STEM Education3
Engages participants in developing meaningful understandings of problem-based approaches to teaching, learning, and the integration of STEM practices across the curriculum using appropriate technology. Requires participants to demonstrate their skills through the development of problem-based, hands-on learning experiences for elementary students, based on findings from current research and theory of cognitive development. Critically evaluates technology for STEM education, based on current national guidelines.
Prerequisite(s): Admission to a graduate program in the Graduate Education Department or permission of the graduate program director. Provides an outlet for special topics to be presented in the fields of education. Explores emerging and special topics of current interest and demand in education. May be repeated for a maximum of 6 credits toward graduation.
Subject
EDUC
Credits (min)
3
Credits (max)
3
Credit unit
Credits
Type
course
Repeatable
May be repeated for a maximum of 6 credits toward graduation.
Prerequisite(s): Admission to Graduate Status; Admission to the School of Education Masters Degree Program or permission of the Dean Provides individual instruction for Master of Education students wishing to further their understanding of the field of education. Focuses on individual research regarding instructional methods and/or assessment. May be repeated for a maximum of 6 credits. Graded Credit/No Credit.
Prerequisite(s): Admission to any graduate program or approval of the Program Director Provides working knowledge of action research methods in an educational setting. Sets the standards for the professional master's project. Establishes techniques and strategies for successful project completion.
