21:300:292 Social Foundations in Urban Education (3) Through engagement with the scholarly field of social foundations (history, philosophy, and sociology of education), this course examines the relationship between urban schools and society. Attention is given to the ideal relationship between democracy and urban schooling, the current obstacles to realizing this relationship, and an opportunity to craft your stand on this relationship as a future teacher. This course employs multiple pedagogical orientations, including aspects of the following: democratic, feminist, libratory, and transformative pedagogies. Course requires 15 field hours. Prerequisites: Grades of B in two English composition courses (101 and 102).

21:300:295 Adolescent Psychology and the Urban Experience (3) This course examines human development from puberty (10 to 12 years) to physiological maturation (18 to 19 years). The course provides students with an understanding of psychological theories of human development and learning. The primary focus is on the urban adolescent and the urban experience, specifically experiences in urban education. Teacher candidates examine the relationship between development and learning theories. This course discusses the behaviors and attitudes of urban adolescents and the challenges they face, and how those challenges influence and interact with academic achievement. Furthermore, understanding moves from theory to practice by examining the differences in the way students receive information and how teachers can transmit information successfully. This course assists teacher candidates to better understand the opportunities and challenges they will face in an urban school. Course requires 15 field hours.

21:300:297 21st-Century Urban Educator: English Language Learners (ELL) (1) This hybrid course provides an overview of the essential components of meeting not only the academic needs of English Language Learners (ELLs), but also understanding how language and cultural awareness impact the delivery of instruction. We begin by examining the groundwork of the Bilingual Education Act and various cases brought before the Supreme Court. We also take a look at both the implication and application that federal and state laws have within the school districts. Next, we examine second language acquisition theories in order to build a deeper understanding of the academic needs of ELLs. The course concludes by exposing and providing you with the opportunity to both evaluate and implement strategies and techniques to address the academic and cultural needs of ELLs. Hybrid course. NOTE: Only accepted teacher candidates can advance to the other clusters.

21:300:298 21st-Century Urban Educator: Students with Disabilities and Gifted Learners (1) This hybrid course is designed to provide an overview of both students with disabilities and gifted learners. We discuss the special education process while focusing on various types of learners, evidence-based instructional strategies, and legal policies (6A:14) in meeting students' needs. In addition, you will explore how gifted education works on a strength model rather than a remedial one. We will discuss how the roles and responsibilities of the teacher working with gifted students must continually aim to provide proper challenges. Hybrid course.

21:300:299 21st-Century Urban Educator: Literacy (1) The purpose of the literacy strand is to introduce teacher candidates to theory and research in adolescent literacy, how it will influence their classroom practice, and strategies to incorporate literacy into instructional strategies and materials. Particular attention is given to the difference between discipline and content area literacy, the significance of academic vocabulary, and strategies and methods for teaching literacy in all content areas to students with diverse learning needs. Hybrid course.

21:300:363 Curriculum and Instruction: History/Social Studies (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this history/social studies section to focus their understanding of curriculum on their area of certification. This course discusses high school social studies curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice. Course requires up to five field hours.

21:300:364 Curriculum and Instruction: Mathematics (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this mathematics section to focus their understanding of curriculum on their area of certification. This course discusses high school mathematics curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice. Course requires up to five field hours.

21:300:359 Curriculum and Instruction: Biology (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this biology section to focus their understanding of curriculum on their area of certification. This course discusses high school biology curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice. Course requires up to five field hours.

21:300:360 Curriculum and Instruction: Chemistry (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this chemistry section to focus their understanding of curriculum on their area of certification. This course discusses high school chemistry curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice. Course requires up to five field hours.

21:300:362 Curriculum and Instruction: English (1) In addition to the general discussions in the Curriculum and Instruction Seminar (21:300:388), teacher candidates enroll in this English section to focus their understanding of curriculum on their area of certification. This course discusses high school English curriculum with a focus on the appropriate standards and explores how curriculum is translated into teaching practice.

21:300:370 Methods of Teaching: Biology (2) In this course you will discuss how to effectively use biology resources, curricular materials, and representations; seek to develop understanding of content and skills as they relate to underlying concepts; and use technology in a productive way that fosters biology content understanding. In addition, you will explore how to provide opportunities that support learners' development as well as how to select appropriate instructional methods and create engaging experiences that make biology meaningful. Emphasis is given to employing developmentally appropriate strategies to promote higher order skills, critical thinking, and problem solving as well as to how to pose and respond to student questions effectively to encourage understanding. Course requires 10 field hours.

21:300:373 Methods of Teaching: English (2) In this course you will discuss how to effectively use English language arts (ELA) resources, curricular materials, and representations; seek to develop understanding of content and skills as they relate to underlying concepts; and use technology in a productive way that fosters ELA content understanding. In addition, you will explore how to provide opportunities that support learners' development as well as how to select appropriate instructional methods and create engaging experiences that make ELA meaningful. Emphasis is given to employing developmentally appropriate strategies to promote higher order skills, critical thinking, and problem solving as well as to how to pose and respond to student questions effectively to encourage understanding. Course requires 10 field hours.

21:300:374 Methods of Teaching: History/Social Studies (2) In this course you will discuss how to effectively use historical and social studies resources, curricular materials, and representations; seek to develop understanding of content and skills as they relate to underlying concepts; and use technology in a productive way that fosters social studies content understanding. In addition, you will explore how to provide opportunities that support learners' development as well as how to select appropriate instructional methods and create engaging experiences that make social studies meaningful. Emphasis is given to employing developmentally appropriate strategies to promote higher order skills, critical thinking, and problem solving as well as to how to pose and respond to student questions effectively to encourage understanding. Course requires 10 field hours.

21:300:375 Methods of Teaching: Mathematics (2) In this course you will discuss how to effectively use mathematics resources, curricular materials, and representations; seek to develop understanding of content and skills as they relate to underlying concepts; and use technology in a productive way that fosters mathematics content understanding. In addition, you will explore how to provide opportunities that support learners' development as well as how to select appropriate instructional methods and create engaging experiences that make mathematics meaningful. Emphasis is given to employing developmentally appropriate strategies to promote higher order skills, critical thinking, and problem solving as well as to how to pose and respond to student questions effectively to encourage understanding. Course requires 10 field hours.

21:300:380 Methods of Teaching: Technology Education (2) This course establishes a solid pedagogical foundation in core concepts in technology education such as design, systems, and other content and procedural knowledge. The main goal of the course is to build your confidence to deliver a design-based pedagogy via carefully planned and selected project activities and lessons for the STEM classroom in order to effectively meet state and national standards. Specific content of the course includes planning for safety instruction and assessment, design process delivery, systems instruction and exploration, and developing authentic assessment criteria. You will develop plans for safety procedures, analyze design projects, plan to teach about technology systems, plan to promote student documentation of design projects, and plan a series of lessons that includes a specific design activity. Course requires 10 field hours.

21:300:386 Methods of Teaching in Secondary Schools: Seminar (1) Through this course, teacher candidates develop the knowledge and skills necessary to become effective urban teachers, with a particular focus on understanding how students build ideas and the impact this has on practice. You will begin to: plan lessons that are based upon current state and national standards; observe and develop appropriate strategies to promote higher order thinking skills; and analyze the rigor of tasks and modify these tasks if the rigor does not accurately reflects the standards and/or the students' ability levels. Course requires five field hours.

21:300:388 Curriculum and Instruction: Seminar (2) This course provides you with the opportunity to explore the history of curriculum development and how to look critically at today's curricula before you delve into the design, development, and use of content to create an effective and meaningful curriculum sequence. You will look deeply into content standards as well as the ISTE Standards and 21st-century skills in order to "backward design" a curriculum unit with goals, essential questions, enduring understandings, instructional strategies, formative assessments, projects, and technological tools to support the learning of all students. Course requires 10 field hours.

21:300:390 Understanding Educational Evaluation (3) This course 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. It provides teacher candidates with the knowledge and tools of evaluation necessary to become proactive gatherers and users of data to plan and to improve instruction. Through this course, teacher candidates define and understand the various types of evaluations, how they are developed, administered, and analyzed, as well as their appropriate uses for the classroom. The course enables 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. In addition, it provides teacher candidates with a full understanding of the role of teachers in evaluation and introduces 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, district and statewide tests, and national and international measures of achievement.

21:300:410 Information Communication and Technologies for Secondary Education (3) This course examines the integration of information and 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 underresourced 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.

21:300:418 (F) Clinical I: Practicum Seminar (1) In a student-centered, differentiated environment, teacher candidates create and become a part of a professional learning community. In this learning community teacher candidates investigate and practice the process of planning, instructing, and engaging students in learning; assessment of student learning; reflecting on the teaching process; and sharing and reviewing research-based best teaching practices. Using field experiences as a basis, this course explores the process of teaching effectively and addressing the needs of a variety of learners in the urban setting. During the semester, teacher candidates begin to design their POWER portfolio and collect edTPA artifacts for submission at the end of the semester.
NOTE: Only TCs with a Passing PRAXIS II score on file and who have met all clinical entry requirements are permitted to advance into Cluster IV: Clinical Courses. Corequisite: 21:300:419:01 Clinical I: Practicum Experience.

21:300:419 (F) Clinical I: Practicum Experience (2) Teacher candidates are assigned to a school site in the Newark Public Schools or Jersey City Public Schools for their field experience starting in September. Candidates complete a minimum of 170 hours (starting 2016) of on-site activities including observing and assisting the cooperating teacher (CT), writing and implementing daily lessons and/or implementation of units of study, and other activities as required by the Clinical I instructor. These activities must be documented (maintained in a journal/log) by the teacher candidate for submission at the end of the semester. During the course of the semester, teacher candidates are responsible for coordinating and scheduling CT, university supervisor, and subject area specialists observations/evaluations. Teacher candidates undergo at least three formal clinical evaluations of their teaching to be completed by their CTs and university supervisors. NOTE: Only TCs with a Passing PRAXIS II score on file and who have met all clinical entry requirements are permitted to advance into Cluster IV: Clinical Courses. Corequisite: 21:300:418:01 Clinical I: Practicum Seminar.

21:300:487 Clinical II: Student Teaching Seminar (3) Through the systematic and collaborative examination of the art and science of teaching, student teacher candidates engage in gathering knowledge and skills that reflect and enhance best practices in curricula development, student learning and assessment, and teacher professional development. Having successfully completed Clinical I: Practicum Seminar and Field courses, student teacher candidates further engage in amassing and developing pedagogical knowledge, content knowledge, and pedagogical content knowledge and concomitant skills. During the semester, teacher candidates continue to design their POWER portfolio and collect edTPA artifacts for submission at the end of the semester.

Through the cyclical process of planning lessons, peer observation and critique of lesson implementation, and reflection on and revision of lessons, student teacher candidates learn from teaching to have a more accurate understanding of how subject matter content is taught and learned, and be able to more readily identify, collect, analyze, and use multiple and varied forms of data to assess student learning. Student teacher candidates are immersed in and see modeled the very practices that many teachers are being asked to use. At the end of the semester, teacher candidates submit their POWER portfolio and edTPA artifacts for external grading. Additionally, at the end of the semester, all teacher candidates participate in the Great Urban Teacher Symposium (GUTS): Portfolio Exhibition. In the context of this exhibition, student teacher candidates demonstrate, through the careful selection, analysis, and description of portfolio artifacts, thorough knowledge and understanding of each of UTEP's SUPER6 Principles.

Prerequisites: 21:300:418:01 Clinical I: Practicum Seminar and 21:300:419:01 Clinical I: Practicum Experience. Corequisite: 21:300:488 Clinical II: Student Teaching Experience.

21:300:488 (S) Clinical II: Student Teaching Experience (3) Student teacher candidates are in 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 are responsible for coordinating and scheduling CT, university supervisor, and subject area specialists observations/evaluations. Prerequisites: 21:300:418:01 and 21:300:419:01. Corequisite: 21:300:487.

Restricted Electives for UTEP

Only students admitted to UTEP are permitted to take the electives below.

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.

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.

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.

21:300:427 Supervised Teaching (3) Independent study supervised by the instructor for 21:300:487 Clinical II: Student Teaching 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.

21:300:428 Supervised Teaching (3) Independent study supervised by the instructor for 21:300:487 Clinical II: Student Teaching 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.

Mathematics Education Track

21:300:418:02 Clinical I: Secondary Mathematics Practicum Seminar (2) The goal of this course is to help you begin the process of actually teaching mathematics according to the Common Core Standards in mathematics. As part of this process, you will develop a deep knowledge of the content that you will be teaching, as well as the ways in which these ideas should be taught. This includes an in-depth analysis of the ways in which students learn these mathematical ideas. Central to this will be your ability to establish an emotionally, intellectually, and mathematically safe student-centered environment for your students.

As part of this process, you will also participate with your peers, mentors, and colleagues in the development of a learning community in an effort to inform reflective practice, applying classroom based research methods. Through such practices, you will explore mathematical topics and ideas in an effort to build mathematical and pedagogical content knowledge; problem-based learning; student motivation; affect; engagement; and teaching practices that enhance understanding. In addition, you should also come to better understand the classroom and social contexts that impact the students (including the schools and neighborhoods in which the students reside).

All students will be assigned to one or more school sites within the Newark Public Schools District in order to complete the fieldwork component of the course. 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 and peers.

21:300:419:02 Clinical I: Secondary Mathematics Practicum Experience (1) The goal of this course is to help you begin the process of actually teaching mathematics according to the Common Core Standards in mathematics. As part of this process, you will develop a deep knowledge of the content that you will be teaching, as well as the ways in which these ideas should be taught. This includes an in-depth analysis of the ways in which students learn these mathematical ideas. Central to this will be your ability to establish an emotionally, intellectually, and mathematically safe student-centered environment for your students.

As part of this process, you will also participate with your peers, mentors, and colleagues in the development of a learning community in an effort to inform reflective practice, applying classroom based research methods. Through such practices, you will explore mathematical topics and ideas in an effort to build mathematical and pedagogical content knowledge; problem-based learning; student motivation; affect; engagement; and teaching practices that enhance understanding. In addition, you should also come to better understand the classroom and social contexts that impact the students (including the schools and neighborhoods in which the students reside).

All students will be assigned to one or more school sites within the Newark Public Schools District in order to complete the fieldwork component of the course. 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 and peers.

21:300:450 Mathematics Curriculum for Middle and Secondary School Teachers (3) This course is part of a two-course sequence collectively designed help to prepare you to teach mathematics at the middle and high school levels according to the Common Core Content Standards in mathematics with a focus on the teaching practices and underlying content trajectories contained within them. As part of this course, you will become familiar with past, current, and future trends in mathematics teaching, learning, assessment, and curriculum and their instructional implications.

21:300:451 Mathematics Methods for Middle and Secondary School Teachers (3) This course is designed to help prepare you to teach mathematics in middle and high schools, according to state and national mathematics standards. These standards emphasize the need for ALL teachers to have a strong understanding of: the mathematical content they are expected to teach; the specialized knowledge that will enable them to know and understand how to teach the content; the ways in which students learn the mathematical content, including the many ways students may come to understand the content and the associated cognitive hurdles that may occur; how to choose appropriate tasks that allow students to build an understanding of cognitively complex mathematics as well as develop fluency with procedures and algorithms; how to select and implement tasks with a high degree of cognitive demand; appropriate pedagogies that promote understanding; how to allow students to experience mathematics as processes that demand thought, creativity, and deep understanding; how to create a classroom atmosphere that fosters the development of conceptual understanding in mathematics; and how to engage and motivate students.