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21:300:292
Social Foundations in Urban Education (3)
This course examines the relationship between schools and society. Through an exploration of the scholarly field of social foundations (history, philosophy, and sociology of education) students explore the dynamic interaction between dominant ideology, political economy, and changes in American public schooling since its inception. Special attention is given to the ideal relationship between democracy and urban schooling. Students complete 20 hours of field experience, including a minimum of six hours with the Abbott Leadership Institute.
Prerequisites: Grades of B in two English composition courses.
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21:300:295
Adolescent Psychology and the Urban Experience (3)
Examines the adolescent stage of life within the context of contemporary American culture in the urban setting. The course will examine human development from puberty (10-12 years of age) to physiological maturity (approximately 19 years of age). Emphasis will be placed on the physical, biological, cognitive, social, emotional, and psychological developments of adolescents in urban settings. The course will cover major changes associated with adolescents such as: body image, sexual interest, social roles, intellectual development, and autonomy. Furthermore, the challenges faced by urban adolescents in today's world shall be examined to include: sexual identity and activity, drug addiction, poverty, poor family dynamic, cultural identity, self-esteem, mental illness, poor academic achievement, and a host of other debilitating issues. Theorists such as Erikson, Piaget, Kolhberg, Hall, Hammond, and Gunn will be examined. Adolescent Psychology and the Urban Experience will provide teacher candidates with tools to assist them in better understanding their student audience. At the end of this course, teacher candidates will be prepared to address many of the "societal" issues that challenge urban adolescents.
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21:300:298
21st-Century Urban Educator (3)
In the context of economic, sociological, historical, and political debates specific to urban schools, this course will analyze the complexities of teaching and learning in urban schools, as well as examine how urban schools throughout the United States can be structurally and pedagogically transformed via the adept manipulation of the curriculum, the understanding and use of urban culture, the implementation of effective instructional strategies, the collection and analysis of relevant data, the ongoing assessment of students' academic achievement, and their social/emotional development. The course will draw upon case studies of urban school districts in New Jersey.
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21:300:386
Methods of Teaching Secondary Schools (3)
Introduces students to knowledge and skills necessary for effective teaching in secondary school classrooms. Students in this course study, observe, and practice: culturally aware pedagogy; instructional planning; organizing and managing the classroom environment; organizing and managing the conduct of students in the classroom; teachers; questioning skills; promoting and teaching from students' questions; diversity in approaches to teaching and learning; grouping students for quality learning; organizing and presenting information to a whole class; and understanding and designing classroom-based assessment.
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21:300:388
Curriculum and Instruction In Secondary Classrooms (3)
Includes 25 hours of fieldwork and provides students with discipline-specific reading and practice. Subject-area specialists assign reading and research, as necessary, and supervise students in observation and practice situations in local schools.
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21:300:390
Understanding Educational Evaluation (3)
Examines concepts related to educational evaluation including methods of data gathering, interpretations of data, as well as understanding and use of findings to inform and improve classroom practice. The course provides teacher candidates with the knowledge and tools of evaluation necessary to become proactive gathers and users of data to plan and to improve instruction. Through this course, teacher candidates will be able to define and understand the various types of evaluations, how they are developed, administered, and analyzed, as well as their appropriate uses for the classroom. This course will enable teacher candidates to organize, carry out, and monitor activities such as planning and providing instruction, determining students' achievements, grading, lesson planning, and improvement of student learning. Teacher candidates will gather, analyze, and interpret data to apply the findings to effectively inform instructional decision making for their classroom practices. In addition, it will provide teacher candidates with a full understanding of the role of teachers in evaluation and introduce practical strategies for using various types of evaluations that provide valid and reliable information needed for a wide range of needs such as student progress, summative grading, districts and statewide tests, national and international measures of achievement, etc. Some specific concepts to be covered include: 1) problem statement and hypothesis formulation;
2) research design in education, data sources, and data acquisition and analysis;
3) development of reflective practice and research based-teaching methods; 4) formative and summative assessment methods; 5) alignment of evaluations with teaching and standards.
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21:300:410
Information Communication and Technologies for Secondary Education (3)
Examines research-based understanding of effective learning environments applied to the integration of Information Communication Technology (ICT) into instruction to foster community, collaboration, conceptual development, and exceptional academic performance. The course pays particular attention to present and potential access and academic uses of ICT in under-resourced, urban schools with racially, ethnically, and linguistically diverse students whose families tend not to be participants in the U.S. society's culture of power.
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21:300:418
Clinical I: Practicum Experience (3)
In a student-centered, differentiated environment, teacher candidates will create and become part of a professional learning community. This learning community, in turn, will allow for planning, implementation, evaluation, and reflection (PIER) on best practices in curriculum development, teaching, learning, and assessment. Through action research (driven by a set of essential questions), problem-based learning, the use of critical friends groups' (CFG) protocols, reading, writing, and reflection, student teacher candidates will uncover truths about their students, the classrooms, and schools in which their students reside, and what it means to be an effective teacher. Additionally, student teacher candidates will be assigned to a school site in the Newark Public Schools at which the fieldwork component of the course will be completed. In addition to conducting observations, student teacher candidates will undergo at least three clinical evaluations to be completed by their cooperating teachers and university supervisors.
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21:300:487
Clinical II: Student Teaching and Seminar (6)
Student Teaching. Teacher candidates will be required to be at their assigned school placement full-time as per the established district calendar and school-day schedule of their assigned Cooperating Teacher (CT). All on-site activities--observations of the CT, peer observations, implementation of daily lessons, implementation of longer units of study, and other activities as required by the Clinical II instructor--must be documented (maintained in an annotated journal/log) by the student teacher candidate for submission at the end of the semester. During the course of the semester, student teacher candidates will be responsible for coordinating and scheduling CT, university supervisor, and subject area specialists' observations/evaluations. Additionally, at the end of the semester, all student candidates will participate in the Great Urban Teacher Showcase: Portfolio Exhibition. In the context of this exhibition, student teacher candidates will demonstrate, through the careful selection, analysis, and description of portfolio artifacts, each of the UTEP TEAC Claims.
Seminar. Through the systematic and collaborative examination of the art and science of teaching, student teacher candidates will engage in lesson study. Having conducted action research in the Clinical I/Practicum course, student teacher candidates will further engage in amassing and developing pedagogical knowledge, content knowledge, and pedagogical content knowledge and concomitant skills. Through the cyclical process of planning lessons, peer observation and critique of lesson implementation, reflection on and revision of lessons that student teacher candidates will learn from teaching, they will have a more accurate understanding of how subject matter content is taught and learned, and will be able to more readily identify, collect, analyze, and use multiple and varied forms of data to assess student learning. Student teacher candidates will be immersed in and see modeled the very practices that many teachers are being asked to use in current educational reforms.
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21:300:395
Special Topics (3)
Independent study supervised by a member of the department. For qualified students who wish to investigate a specific area or topic in education in greater depth than is normally covered elsewhere in the curriculum.
Prerequisite: Permission of instructor.
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21:300:397
Internship (3)
Fieldwork at accredited educational agencies under the supervision of a departmental faculty member and an agency supervisor. This placement in a suitable off-campus educational organization encourages students to understand and to test the applicability of their classroom educational experiences. Eight to 10 hours per week of work, weekly log of internship-related activities, and a final paper are required.
Prerequisite: Permission of instructor.
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21:300:398
Research in Education (3)
Independent study supervised by a member of the department. For qualified students who wish to investigate a specific area or topic in education in greater depth than is normally covered elsewhere in the curriculum.
Prerequisite: Permission of instructor.
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21:300:427
Supervised Teaching (3)
Independent study supervised by the instructor for 21:300:487 Clinical II: Student Teaching and Seminar. This course investigates selected topics in education. See program coordinator for special permission number.
Corequisite: 21:300:487 Clinical II: Student Teaching and Seminar.
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21:300:428
Supervised Teaching (3)
Independent study supervised by the instructor for 21:300:487 Clinical II: Student Teaching and Seminar. This course investigates selected topics in education. See program coordinator for special permission number.
Corequisite: 21:300:487 Clinical II: Student Teaching and Seminar.
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21:300:462
Urban and Cultural Leadership (3)
The Urban and Cultural Leadership Seminar is a culturally based leadership experience for undergraduate students. Through a comprehensive learning experience, students are exposed to leadership models and provided opportunities to explore current leadership theories including Kouzes & Posner Leadership Challenges, the Social Change Model of Leadership, the theory of Servant Leadership, the community leadership principles Charismatic versus Citizen based leadership, and the Iceberg Theory of organizational change. The participants will be challenged to examine the unique economic, political, and social characteristics that shape the urban experience.
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