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Education

Applicable for the 2020-2021 academic year.

Education Website

Professor DROSSMAN; Professor TABER; Assistant Professor VALTIERRA (associate chair); Associate Professor WHITAKER (chair); Senior Lecturer STANEC, Lecturer FITZHUGH; Visiting Instructors ARIAS, FREEMAN, GREENE, HANAGAN, ROBERTSON, STOLLER, WALTER.

Mission: Alongside our students, we aim to understand ourselves and one another to become better people in an evolving social landscape.

Core Values:

  • Inclusivity
  • Community building
  • Collaboration
  • Experiential learning
  • Reflexive thinking

Perhaps your desire is to become a classroom teacher, here in the United States or abroad. Perhaps you want to deepen your understanding of the social, political and economic influences of education systems. In either case, the Education Department provides an opportunity for you to pursue a Colorado educator license, an Education Major or Minor, a Master of Arts in Teaching (with an educator license)or a literacy teacher endorsement with the Colorado Department of Education (Master of Arts in Teaching Literacy Specialist Program (LSP)). 

Major Requirements

The education major is designed for the undergraduate to recognize education as a discipline whose presence is historical, social, political, and economical. Through social inquiry, critical analysis, and community engagement, education majors will examine the central position educational systems occupy in civic functioning.  

A student majoring in education must complete a minimum of 11 units, distributed as described below: 

Category: Foundations in Education (ED101 plus three electives)

ONLY ONE UNIT OF FYE OR CC100/120 MAY BE COUNTED TOWARDS THE MAJOR

ED101  Introduction to the K-12 Classroom Culture*
ED110  Linking Literacy, Language, and Linguistics***
ED120  Practicum in Environmental Education (TREE semester, can be substituted for ED101)
ED200  Teaching Culturally and Linguistically Diverse Learners**
ED205  Disability and Society
ED210  Power of the Arts in Education
ED211  Critical Perspectives on the U.S. Educational System: 19th Century – Present
ED213  Engaging the Learner
ED218  Globalization in Education
ED222/320  Diversity and Equity in Education** (prerequisite: ED101 or CC100/120)
ED225  Foundations of Environmental Education (TREE semester)
ED235  From Multicultural Education to Critical Pedagogy: Civil Rights in the U.S. Public Schools**
ED250  Topics: Rural Education
ED250  Topics: Special Education: Disability & Society
ED250  Topics: Philosophy of Education (Also PH249)
ED255  Urban Education**

Study Abroad unit (see approved list including TREE Semester, some DIS, Budapest Semester in Math Education, SIT Chile Comparative ED/Social Change, HECUA Inequality in America...)

COURSE REQUIRED FOR ALL MAJORS AND MINORS

** ALL STUDENTS MUST TAKE A COURSE NOTED WITH ** TO SATISFY DIVERSITY/EQUITY/MULTICULTURAL EDUCATION REQUIREMENT

***REQUIRED FOR ELEMENTARY LICENSURE

Category: Educational Research (two units)

ED260 Educational Research Design (prerequisite: one class from the foundation category). This is a two-block course

Category: Psychology (one unit)

ED311 Educational Psychology (prerequisite: COI; ED101 and one class from the foundation category) Students are strongly encouraged to consult with Dr. Manya Whitaker before taking ED311.

 

Category: Curriculum, Instruction, and Assessment (one unit)

ED360  Classroom Management (prerequisite: ED101 and one class from the foundation category)
ED370  Arts Integration: Creating Critical Thinkers and Connected Communities (prerequisite: COI; ED101 and one class from the foundation category)
ED380  Curriculum and Engaging Pedagogies (prerequisite: ED101 and one class from the foundation category)
ED385  Environmental Education (prerequisite: ED120 and ED225)
ED386  Educational Assessment in a Political Context (prerequisite: ED101 and one class from the foundation category)

Category: Instructional Methods (one unit)

ED477 Culturally Responsive Teaching and Disciplinary Literacy Methods (prerequisite: ED101, ED311 and COI** OR Master of Arts in Teaching candidate) 

**Students must obtain COI no later than first Monday of previous block

Category: Educational Policy and Reform (one unit)

ED415  Educational Interventions (prerequisite: ED360, ED370, ED380, OR ED385)
ED425  Innovations & Social Justice in Public Education (prerequisite: ED360, ED370, ED380, OR ED385)
ED430  Policy and Politics in American Education (prerequisite: ED360, ED370, ED380, OR ED385)
ED450  Philosophy of Education (prerequisite: ED360, ED370, ED380 OR ED385)

ED455  Education Reform in the 21st Century (prerequisite: ED360, ED370, ED380, OR ED385)

Category: Advanced Research (one unit)

ED490 Advanced Research

**Students must obtain COI no later than first Monday of previous block

 

Minor Requirements

Music Education Requirements

The minor supports students who wish to study the complexities of education ranging from its historical, social, philosophical, and psychological bases to modern-day issues and applications. Students are advised to consult early with the education faculty to develop a pathway of coursework in a particular area of interest, especially if the interest is in earning Colorado teaching credentials. 

A student minoring in education must complete five units from the following categories:

ONLY ONE UNIT OF FYE OR CC100/120 MAY BE COUNTED TOWARDS THE MINOR

Category: Foundations in Education (ED101 plus two electives)

ED101  Introduction to K-12 Classroom Culture*
ED110  Linking Literacy, Language, and Linguistics***
ED120  Practicum in Environmental Education (TREE semester, can be substituted for ED101)
ED200  Teaching Culturally and Linguistically Diverse Learners**
ED205  Disability and Society
ED210  Power of the Arts in Education
ED211  Critical Perspectives on the US Educational System: 19th Century - Present
ED213  Engaging the Learner
ED218  Globalization in Education
ED222/320  Diversity and Equity in Education** (prerequisite: ED101 or CC100/120)
ED225  Foundations of Environmental Education (TREE semester)
ED235  From Multicultural Education to Critical Pedagogy: Civil Rights in the U.S. Public Schools**
ED250  Topics: Rural Education**
ED250  Topics: Special Education: Disability & Society
ED250  Topics: Philosophy of Education (Also PH249)
ED255  Urban Education**

Study Abroad unit (see approved list including TREE Semester, some DIS, Budapest Semester in Math Education, SIT Chile Comparative ED/Social Change, HECUA Inequality in America...)

COURSE REQUIRED FOR ALL MAJORS AND MINORS

** ALL STUDENTS MUST TAKE A COURSE NOTED WITH ** TO SATISFY DIVERSITY/EQUITY/MULTICULTURAL EDUCATION REQUIREMENT

***REQUIRED FOR ELEMENTARY LICENSURE

Category: Psychology (one unit)

ED311 Educational Psychology (prerequisite: ED101 AND one additional class from the foundations category). Students are strongly encouraged to consult with Dr. Manya Whitaker before taking ED311.

Selecting the Final Course to Complete the Minor

Students in the Teacher Preparation Program:
If you are a teacher candidate in the Teacher Preparation Program, preparing for either the 9th semester program or Master of Arts in Teaching program, then you must take ED477 Culturally Responsive Teaching and Disciplinary Literacy Methods as your fifth course to complete the minor. 

Category: Instructional Methods (one unit)

ED477 Culturally Responsive Teaching and Disciplinary Literacy Methods (prerequisite: ED101, ED311 and COI** OR Master of Arts in Teaching candidate) 

** Students must obtain COI no later than first Monday of previous block

Students Only Wishing to Complete the Minor and Not Interested in Teacher Licensure:
If you are a student completing the education minor, then you must take one additional course at the 300 level or above.

Category: Curriculum, Instruction and Assessment/Educational Policy and Reform (one unit)

ED360 Classroom Management (prerequisite: ED101 and one class from the foundation category)
ED370  Arts Integration: Creating Critical Thinkers and Connected Communities (prerequisite: ED101 and one class from the foundation category) 
ED380  Curriculum and Engaging Pedagogies (prerequisite: ED101 and one class from the foundation category) 
ED385  Environmental Education (prerequisite: ED120, ED225) 
ED386  Educational Assessment in a Political Context (prerequisite: ED101 and one class from the foundation category)
ED415  Educational Interventions (prerequisite: ED101 and one class from the foundation category)
ED425  Innovations & Social Justice in Public Education (prerequisite: ED101 and one class from the foundation category)
ED430  Policy and Politics in American Education (prerequisite: ED101 and one class from the foundation category)
ED450  Philosophy of Education (prerequisite: ED101 and one class from the foundation category)
ED455  Education Reform in the 21st Century (prerequisite: ED101 and one class from the foundation category)

Teacher Preparation Program Requirements

Program Advisor:  Debra Yazulla Mortenson, Director of Teacher Educator Programs

Licensure is offered in elementary education (K-6), K-12 art, music, and world languages and secondary (6-12) English, math, science, and social studies. Each program has a content checklist detailing the required coursework necessary to be approved to teach in that discipline. Students wishing to earn an elementary teaching license from Colorado may complete the education major or any other liberal arts major. If you plan to pursue licensure at the K-12 or secondary level, you must major in the content area you plan to teach. 

All licensure students must also complete the necessary education foundations, educational psychology, and methods coursework required by the state for licensure. See below for details.

Licensure Requirements

ED101 Introduction to K-12 Classroom Culture (1.0 unit)

ED110  Linking Literacy, Language, and Linguistics (1.0 unit; required for Elementary Licensure) 

One of the following: ED200 Teaching Culturally & Linguistically Diverse Learners, ED222/320 Diversity and Equity in Education, ED235 From Multicultural Education to Critical Pedagogy: Civil Rights in the U.S. Public Schools, ED250 Rural Education or ED255 Urban Education
(1.0 unit)

ED311  Educational Psychology (1.0 unit)

ED477 Culturally Responsive Teaching and Disciplinary Literacy Methods (1.0 unit)

ED478 Advanced Methods: Inclusive Pedagogies in Literacy, Curriculum and Instruction (2.0 units)

**Students must obtain COI no later than first Monday of previous block

ED466 Data Driven Instruction for Diverse Learners in the 21st Century (1.0 unit)

ED479 Teacher Candidate Practicum (3.5 to 4.0 units), OR

ED479 Teacher Candidate Practicum (2.0 units) and ED495 Internship in Education: International Teaching (2.0 units)

To be recommended for licensure, students must successfully complete all coursework, pass the appropriate state examination in their content area or grade-level discipline, complete 800 hours of supervised classroom practicum and successfully complete the Teacher Candidate Performance Assessment.

Teacher Preparation Program Admissions Procedure

Students who wish to pursue Colorado teacher licensure must apply for admission to the Teacher Preparation Program. After entering the college, a student interested in the program should obtain a description of the admission prerequisites, licensure requirements, and application procedure from the Department of Education. Students should complete their application in spring of their sophomore year or fall of their junior year.  

Students will have to submit evidence of fulfilling the following prerequisites for admission: satisfactory completion of ED101: Introduction to K-12 Classroom Culture, which will be evidence of successful observation and participation in a local school classroom; endorsement from the classroom teacher with whom the applicant has interacted; and endorsement from the department chair of the applicant’s major field or teaching field. In addition, students must have a cumulative grade point average of at least 3.0 and an average in the major or teaching field of at least 3.2. After receipt of a completed application, candidates will have a personal interview with the Teacher Preparation admissions team, which will include a teaching demonstration.  If accepted, students must submit a fingerprint/background check to the Colorado Bureau of Investigation and schedule a time to take the Praxis II content exam relevant to his/her teaching field.

Ninth Semester Program

Students who wish to be licensed at the elementary, K–12, or secondary levels may have difficulty in completing ED479 during the eight semesters of undergraduate coursework. Therefore, the college has established a “Ninth Semester Program” where student teaching can be completed, after graduation, with tuition at a fraction of the cost of a regular semester. Eligible students will have completed their major and teaching licensure requirements except for ED479 (Blocks 1-4) or ED479 (Blocks 1-2) and ED495 (Blocks 3-4). Please see one of the education program advisors in the Department of Education for further information.

Master of Arts in Teaching (MAT) Programs

Master of Arts in Teaching Initial Licensure Program

Colorado College offers a Master of Arts in Teaching Initial Licensure Program with licensure in elementary (K-6), K-12 art, music and world languages and secondary (6-12) English, math, science, and social studies. Descriptions of the schedules and requirements of the MAT program may be obtained from the Department of Education website or Director of Teacher Educator Programs, Debra Yazulla Mortenson.

Teacher candidates are not guaranteed licensure by Colorado College. The teaching license is determined by the State of Colorado. The Colorado College program does satisfy the requirements in many states. Students wishing to teach outside Colorado should consult with the Director of Teacher Educator Programs.

Program Requirements

The MAT for Initial Licensure degree program coursework is approved by the Colorado Department of Education and Colorado Department of Higher Education for meeting requirements of licensure (denoted by an "*" below). The coursework includes the required 800 hours of field experience. Students may be required to take additional courses in order to meet the 800 hours of field experience. Candidates for the Master of Arts in Teaching Initial License degree program must satisfactorily complete foundation coursework. Candidates who minor in Education at Colorado College may transfer the foundation courses to their graduate program of study.

Required Foundation Courses**

*ED511 Independent Study in Education: Early K-12 Field Experience

ED510 Topics in Education: Introduction to the Classroom Culture

ED510 Topics in Education: (variable title in diversity and equity or multicultural education)

ED565 K-12 Applications in Educational Psychology

ED577 Culturally Responsive Teaching and Disciplinary Literacy Methods

*Course required for students who have less than 60 hours of field experience.

**Students who complete the education minor at Colorado College may meet the foundation course requirement.

Students must satisfactorily complete foundation courses with a minimum 3.0 GPA in order to advance.

Required Advanced Courses

ED553 Action Research Methods for MAT Candidates

ED562 Numeracy through the Fission and Fusion of Math and Science

ED554 Master's Research

ED566 Data Driven Instruction for Diverse Learners in the 21st Century

ED578 Advanced Methods: Inclusive Pedagogies in Literacy, Curriculum and Instruction

***ED579 Teacher Candidate Practicum

***Students must receive a grade of B- or better for ED579 and maintain a 3.0 GPA in order to advance in coursework.

ED572 Teacher and Teaching Identities

ED590 Master's Research Paper

ED585 Specialized Internship Placement

Master of Arts in Teaching Literacy Specialist Program (LSP)

The Colorado College MAT Literacy Specialist Program (LSP) is a two-year graduate program to prepare literacy specialists, focused on teaching learners who struggle with reading, including those with dyslexia and related disorders. The LSP is nationally recognized by the International Dyslexia Association, the Academic Language Therapy Association and the International Multisensory Structured Language Education Council. The two-year program is designed for graduate students seeking to learn the most effective, evidence-based strategies for reading instruction. Licensed teachers completing both years of the program can earn Reading Teacher and Reading Specialist endorsements from the Colorado Department of Education. Students interested in the MAT Literacy Specialist Program should contact Debra Yazulla Mortenson, Director of Teacher Educator Programs.

Culturally and Linguistically Diverse Education Endorsement

The Education Department at Colorado College has recently been approved by the Colorado Department of Education and recommended by the Colorado Department of Higher Education to offer the Culturally and Linguistically Diverse Education endorsement. The endorsement is offered in response to the critical need for Colorado K-12 educators to be effectively prepared to teach all learners. The endorsement was a natural fit as Colorado College's teacher preparation curriculum is built around culturally responsive pedagogy. Equitable access to learning and authentic multicultural education is emphasized in all coursework. Interested students should contact Debra Yazulla Mortenson, Director of Teacher Educator Programs.

In compliance with Title II of the Higher Education Act, the following data for 2018-19 (the most recent reporting year) is provided: 10 students were enrolled (admitted but not yet completed) in the teacher education program and 11 students completed the teacher education program; there were 5 full-time faculty members, and there were 7 supervising faculty for the teacher preparation program. Students participate in supervised student teaching for an average of 40 hours/week for a total of 16 weeks. Students in the MAT program then complete an additional semester-long internship experience. The pass rate of teacher education students on the PRAXIS II content exam was 100 percent.

Courses

Education

This course introduces students to the norms, values, routines, policies and relationships that form the classroom culture in a public school classroom. Students complete at least 30 hours of practicum experiences in cooperation with local school personnel in the Colorado Springs area. Responsibilities vary according to the needs of the school, but emphasis is on individualized help to K-12 students. Coursework explores educational theories and learning environment design and compares and contrasts instructional strategies. Practicum experiences converge with course content to examine the influence of classroom culture on student learning.

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In this one-block introductory course, our goal is to explore the science of literacy, language and linguistics and current policy and trends impacting literacy across the U.S. The course is designed to investigate the underlying linguistic structure and historical components of the English language and the need for more effective policy to close the gaps in literacy outcomes. This course is especially beneficial for those working with English Language Learners at home or abroad and for teachers of beginning readers and writers or struggling readers who require targeted or intensive intervention. Topics covered include oral language, structural linguistics, history of the language, dyslexia, assessment, and policy impacting literacy outcomes today. Students will participate in field assignments to observe Certified Academic Language Therapists working in both public and private settings, including ALLIES, the only Colorado public school for students with dyslexia.

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This course introduces students to the norms, values, routines, policies and relationships that form the school culture of public school students. Students complete at least 60 hours of indoor and outdoor practicum experiences in cooperation with Catamount Center staff and local school personnel. Responsibilities include assisting with outdoor teaching at the Catamount Mountain Campus, and visiting and learning from other experienced environmental educators at their sites. Coursework applies environmental education and learning theories, and compares and contrasts instructional strategies. Practicum experiences converge with course content to examine the influence of school culture on student learning.

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This is a community based half-block/extended format introductory course. Our goal over half block is to understand the theory of youth organizing and critical pedagogy. Colorado College students will then apply their learning via a partnership with local high school students. Colorado College students will mentor the high school students two afternoons per week throughout the spring semester with the goals of developing critical consciousness, facilitating critical pedagogies, and engaging the students in youth led community-based projects. Meets the Equity and Power: EPUS requirement. (Not offered 2021-22).

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In this two-block introductory course, our goal is to understand how teaching and learning are defined and conceptualized differently in different spaces with different people. During the first block, we explore the sociopolitical forces that influence teacher quality, development, selection, demographics, and agency as we consider what it means to be a teacher and engage in the process of teaching. In the second block, we interrogate the process of learning by examining the learning brain, influences on the brain, and the nature of knowledge itself. Students will spend time observing multiple classrooms in diverse settings. Prerequisite: None. 2 units. Meets the Critical Learning: AIM requirement. (Not offered 2021-22).

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This course introduces students to theories, applications, and issues related to teaching English as a Second Language (ESL) and English Language Learners (ELL). Students read second language acquisition theory and learn strategies for working with diverse populations and for making content area lessons accessible to ESL/ELL students. The course includes a field observation practicum component. Meets the Critical Learning: SHB requirement. Meets the Equity and Power: EPUS requirement.

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This introductory course provides a general overview of a range of disabilities and special education, applicable to both education and non-education majors; analyzing personal, historical, legislative, and societal perspectives on individuals with disabilities in United States society. This course is designed to help students develop a critical awareness of the complexity and diversity of the lives of people with disabilities, their differences and similarities with individuals without disabilities, and the impact of race, ethnicity, gender, and socioeconomic status on the treatment of individuals with disabilities in current society. Students will gain an understanding of the definitions, characteristics, and sociological considerations of various forms of disabilities including cognitive, communicative, physical, social/behavioral, and sensory impairments. Additionally, the historical and legislative aspects of special education and how legal mandates impact educational services for individuals with disabilities in the United States will be explored. Students will be challenged to investigate a current issue related to disability in U.S. society specific to the student’s major course of study. Each research investigation will use a small scale qualitative research design to evaluate current approaches and/or advocacy efforts and will propose research-based solutions for overcoming barriers experienced by individuals with disabilities. (Not offered 2021-22).

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Independent practicum experience that takes place during half-block, semester (extended format), or a single block. The practicum must take place in an institution with an educational focus (e.g., non-school based, informal education program at a museum). Activity varies according to the needs of the placement, but the emphasis is on gaining a deeper understanding of lesson planning and teaching a lesson with the focus on differentiation under the guidance of the placement personnel.

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This community-based learning and creative process course explores the rationales for and theories of teaching and learning core curriculum through the arts in public schools, in CC studios and at the Fine Arts Center. Art Studio practices and concepts that emphasize composition, technical skills, and visual literacy will be included as well as approaches to Museum Education. Students will apply teaching and learning pedagogies to investigate ways of transferring knowledge from one context to another. The class requires a substantial time commitment which includes working in public school classrooms, in the art studio and in the Fine Arts Center Museum. Students participating in this course can accure 15 K-12 classroom practicum hours towards the education minor or major. Prerequisite: None. 1 unit. Meets the Critical Learning: CP requirement.

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An introduction to the theories foundational to the practice of educating youth from 1800 U.S. to present. The course explores cognitive, metacognitive, dispositional, pedagogical and mastery learning theories. Students participate in a daily practicum in local schools working with specialists in their fields of interest (K-12), where they apply their theoretical knowledge in practice. Attention is given to challenges in contemporary education including culturally relevant education. (Not offered 2021-22).

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This advanced practicum analyzes pedagogies for involving diverse students in the learning process. By studying theories of knowledge acquisition and positioning them in the context of a local school setting, theoretical justifications will be examined through a socio-cultural lens. Approaches to curriculum design that facilitate active learning will also be explored. (Not offered 2021-22).

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This course introduces music learning theories foundational to teaching others how to play an instrument in the context of school, private lessons, and informal settings. The course considers how sound is produced, which motor and aural skills enhance instrumental performance, and what teaching methods improve instruction and learning. Students acquire intermediate performance skills on two band instruments and one orchestral instrument. Group practice labs, much like rehearsals, provide opportunities for students to conduct, plan, and present lessons, as well as to experience the complexity of working with multiple instruments in a heterogeneous setting. The course culminates with solo and small ensemble performances. This course is required for K-12 music teaching licensure candidates. Prerequisite: Basic music reading and consent of instructor. 1 unit - Hanagan.

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Examination of the intersection of globalization and education in light of the processes and forces that impact schooling here and abroad. Consideration of the challenges and opportunities resulting from mass migration, economic realities, technology, and the growing cultural and ethnic diversity of communities throughout the world. Comparative and interdisciplinary materials explore the implications of globalization for education and the effect of education on globalization. Meets the Critical Perspectives: Global Cultures requirement. (Not offered 2021-22).

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Environmental and sustainability education focuses on the ecological, economic and social aspects of our interdependence with the natural world. Class discussion and literature analysis address the characteristics and goals of environmental and sustainability education, the evolution of the field of environmental and sustainability education, and fundamental aspects of cognitive and developmental theories as they relate to education. Students begin a course project portfolio that, when completed, meets expectations for environmental education certification from the Colorado Alliance for Environmental Education. Meets the Critical Learning: SHB requirement.

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This course provides an introduction to critical multicultural education in the context of the sociopolitical issues surrounding U.S. schools today. The course begins with the examination of culture as a framework through which our identities are shaped. Students will analyze how oppression and power operate in the context of race, ethnicity, socio-economic status, language, dis/ability, gender, gender identity, and sexual orientation in the public school system. Students will examine critical multicultural education as a platform for civil rights and social justice through coursework and weekly observations at a local urban high school. Students will critique the current structure of public education that perpetuates inequalities while also celebrating practices that disrupt inequities and foster critical hope. As a culminating experience, students will participate in a community based “Project for Change” proposal to advance critical multicultural education in our local community. Meets the Critical Perspectives: Social Inequality requirement. Meets the Equity and Power: EPUS requirement.

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Selected topics in the study of education. Courses will cover topics not listed in the regular education curriculum and may vary from year to year. This course may be offered as a 0.5 unit extended format or 0.5 unit half-block course or as a 1.00 unit block course.

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In this course, we will explore the context of urban education from both students’ and teachers’ perspectives. We will investigate where and how urban students live, analyze recurring themes present in urban classrooms, and examine successful strategies for teaching in urban settings. A goal of this course is to move beyond the surface level discussions to ones that get at some root causes and outcomes associated with analyses of learning contexts such as oppression, marginalization, and inequality. We will answer questions about how issues of class, gender, and race influence what educators and students have the opportunity to learn, teach, and experience in urban contexts Meets the Critical Perspectives: Social Inequality requirement. Meets the Equity and Power: EPUS requirement.

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The goal of this course is to provide students with the knowledge and skills necessary to critically evaluate educational research. The primary goals of the course are for students to be able to formulate appropriate research questions, consider alternative mixed methods designs including action research and case studies, and address methodological issues associated with working with qualitative and quantitative data. A significant portion of the course is devoted to learning statistical analyses methods using SPSS. Meets the Critical Perspectives: Quantitative Reasoning requirement.

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Explores the intersection of developmental psychology and learning theories from early childhood through adolescence. Across the course, the focus is on understanding which developmental milestones facilitate learning, how people learn, and what teachers do to capitalize on students' cognitive and social skills. Issues of development and learning will be discussed with reference to continuity, sources of development, and classroom practices. It is strongly recommended students take this course after ED260 or equivalent research methods course. Meets the Critical Learning: SHB requirement.

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This course is devoted to the critical examination of educational theory, practice, and policy within and across socioeconomic, cultural, and linguistic groups. We will analyze and discuss issues related to educational access and opportunity, curricula, pedagogical methods, and learning outcomes. In discovering the difference between ‘equal education’ and ‘equitable education’, we will identify the unique needs of students, structural challenges facing educators, and possible solutions to the inequities of early education, school resources, tracking, and teacher quality, among other variables. Meets the Critical Perspectives: Social Inequality requirement. Meets the Equity and Power: EPUS requirement. (Not offered 2021-22).

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Basic principles. Aims, activities, methods and materials in the first five grades. Regular observations included. Taught as an alternative format course and must be taken for a full year. (Not offered 2021-22).

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This course will examine traditional classroom management organizational procedures (e.g., classroom organization and daily procedures) as well Multi-tiered Systems of Support (MTSS), Response to Intervention (RtI), and Positive Behavior Intervention Supports (PBIS). Specific focus will explore and utilize principles of Applied Behavior Analysis (ABA) within applied settings in local K-12 public general education classrooms to address common off-task behaviors teachers face. Students will conduct classroom observations, design a classroom support intervention, collect and analyze data, and understand the impact of behavioral principles to make data-based decisions to positively address challenging student behaviors within K-12 general education classrooms.

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Using teaching methods that involve visual arts, creative dramatics, movement and music allows students to create connections within their communities, cultures and classrooms. This course demonstrates that playing with process and ambiguity leads to more engagement and critical thinking. Students without formal arts experience are encouraged to take the class, as are the artistically inclined who want to learn about interdisciplinary learning. Class includes several afternoons a week in various arts media process-exploration labs as well as teaching in public school classrooms. (Not offered 2021-22).

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This advanced curriculum and instruction course is for students interested in how theories of curriculum inform instructional design and delivery in both schools and other contexts. We will critically analyze curricular frameworks for equity, cultural relevance and inclusive practices. In particular, we will unpack theories for their stated and hidden curricula. Students will analyze curriculum models in the field where we will visit schools that subscribe to popular curricular models. Students will apply theories by designing a curriculum for a community partner.

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This advanced course in curriculum, instruction, and assessment builds on foundational knowledge in environmental and sustainability education by focusing on the development and assessment of curriculum that builds environmental literacy through transdisciplinary environmental inquiry. Class discussion, lesson planning, and reflective teaching focus on developing a comprehensive framework that facilitates a broad approach for inquiring about environmental issues and detecting narrowness and bias in the arguments made by others concerning environmental challenges, issues, and problems. Teaching methods specific to environmental and outdoor education are emphasized through a practicum that spans the course. Students complete a course project portfolio that meets expectations for environmental education certification from the Colorado Alliance for Environmental Education.

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This course unpacks the many ways administrators, teachers, and students are held accountable for educational outcomes. Grounded in contemporary discourse of high-stakes testing, this course addresses the intersection of educational policies, assessments, and instructional practices. This course is intended for anyone interested in educational policy as well as students interested in becoming classroom teachers. As such, we will examine assessment at multiple levels including school, programmatic, classroom, teacher and student. (Not offered 2021-22).

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May be taken in specified blocks. Content arranged and consent of instructor.

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An advanced course for students interested in understanding pedagogical interventions of alternative school programs implemented to mitigate learning in the classroom. The course focuses on the critical examination of in-school and after-school programs that help build the aspirational, navigational, social, cognitive, and linguistic capital critical to the success of the learner. Includes daily fieldwork where students will experience first-hand local programs. (Not offered 2021-22).

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This course is designed for Education majors and minors interested in exploring the sociopolitical landscape of the Denver Public Schools (DPS). Students will live in Denver and intern for 2 weeks in select district schools that are granted autonomy in governance and/or curriculum. Building on the internship experience, students will unpack 21st century education innovations through a lens of social justice. Additionally, students will explore the DPS school choice system and engage with an array of stakeholders including youth, teachers, parents/caregivers, community members, activists, school leaders, and district and state representatives. Students will synthesize their learning through a culminating team project that will involve sharing research-based recommendations with hosting schools and guest speakers. This is a community-based learning (CBL) course. (Not offered 2021-22).

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This course examines political issues in American education, past and present, at the local, state, and national levels. Students will analyze policy-driven ‘hot topics’ and seemingly institutionalized issues in schools including zero tolerance, funding, testing, and teacher quality. Time will be spent dissecting major educational policies including No Child Left Behind, Individuals with Disabilities Education Act, and the Dream Act. Particular attention will be given to the ways in which educational policies are formulated and to the constituencies and actors involved in the policy process. Emphasis will be placed on how educational policies affect classroom practices and learning outcomes. (Not offered 2021-22).

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This course engages students at the intersection of philosophy and education as an applied area of humanistic inquiry. In doing so, it examines education as a concept and set of concerns central to the discipline of philosophy. It also illuminates how and why philosophy is a robust tool to critically evaluate the policies and methods of teaching, learning, and schooling. The focus of the course is on exposing, excavating, and examining the assumptions made about human nature, knowledge, and society within the context of educational practice. (Not offered 2021-22).

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This course investigates recent efforts to reform schools in the age of accountability. With advances in technology, changes in educational leadership, and the United States’ declining position in global education, our public school system has adopted dozens of methods to close the racial, economic, and subject-based achievement gaps. We will review popular reformists and their methods including Teach for America, KIPP Academies, and Harlem Children’s Zone. In all instances, we will pay close attention to if, how, and for whom these reform efforts are (in)effective.

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This course will examine a range of K-12 student assessments from formative to summative assessments as well as interpreting information provided by standardized tests. Monitoring student progress and adjusting instruction based on a variety of well-designed assessments are essential skills for all teachers. Additionally, this course will provide an overview of the laws and protections for students eligible for special educations services in public school settings. Topics include special education law, eligibility, ensuring an appropriate IEP, least restrictive environment, discipline, and fostering positive family-school relationships. Then, we will explore a variety of instructional technology tools (e.g., SMART Board; interactive whiteboard; iPad; Kahoot; PollEverywhere; Quizlet; Brain Pop, etc.) to increase student motivation, decrease off-task challenging behaviors, and collect student data (e.g., screen capture; Class DoJo, etc.).

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This course is aimed at students interested in teaching in elementary, middle, or high school settings. Building on educational psychology applied to teaching, students develop an understanding of individual learning needs and diverse cultures to ensure the development of an inclusive learning environment. A variety of instructional strategies will be learned to help students develop a deep understanding of cross-curricular disciplinary connections necessary for content literacy development. Multiple methods for assessing and engaging learners will be understood as fundamental in guiding teachers’ and learners’ decision making.

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Building upon prior course work on how people learn, this course will use the specific context of practicum sites to focus students’ application of literacy, planning, teaching and assessment. Teacher candidates will continue to explore developmentally effective approaches for meeting diverse students’ learning needs. Teacher candidates will analyze and develop curriculum and pedagogy that facilitates learning, while examining the relationship of theory to practice. Specific emphasis placed on Universal Design for Learning, Literacies, Common Core, 21st Century Skills, Integration and Culturally Responsive Teaching. Breakout sessions with content specialists for varying levels and disciplines will deepen teacher candidates’ skills in applying theory to practice.

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Students complete the required teacher candidate practicum under the supervision of department staff and certified Colorado educators in the public schools of Colorado Springs and vicinity. Teaching assignments are adapted to needs and plans of individual students. Each teacher candidate attends arranged meetings with his or her college supervisor to discuss teaching experiences. (Not offered 2021-22).

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Advanced study of a topic chosen by the student, approved by the department, with student research and writing directed by an individual faculty member. Required of all senior Education majors.

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The internship is an opportunity for education students to deeply explore a subfield of education by working full time at a pre-approved site for the entirety of a block. Students will translate theory to practice by applying their knowledge and skills in a professional setting where they will deepen their examination of educational policies and/or practices under the guidance of a site supervisor. While the primary goal of this experience is for students to learn what it means to work in the field of education, the internship should also help students gain a clearer sense of what they still need to learn, while also providing an opportunity to build professional networks.

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This is a variable title/credit course offered by college faculty. (Not offered 2021-22).

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Each intern-teacher teaches in either international schools or host-country schools after completing approximately one-half of an internship in Colorado Springs and vicinity. International teaching assignments are adapted to the needs and plans of individual students. Advising, on-going assignments, and debriefing occur at Colorado College. Placements and supervision are arranged in cooperation with established international teaching programs. (Not offered 2021-22).

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This is a variable title/credit course offered by college faculty.

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This is a variable title/credit course. Graduate students propose an independent reading or project and select an advisor based on the topic.

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This intensive course focuses on multisensory strategies for reading and spelling. It is designed to enhance teaching abilities for those who work with struggling readers, including those with dyslexia. Teachers will be trained in a specific research-based program for intervention use. Teachers will receive personal support and feedback. (Not offered 2021-22).

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This extended format course consists of three day-long seminars. Students learn more advanced strategies for reading and spelling instruction. Additional curricular demonstrations and sharing of practicum work is part of each seminar.

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This extended format course consists of three day-long seminars. Students continue work from Literacy Seminar 1. Additional curricular and sharing of practicum work is part of each seminar.

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This course advances teaching abilities of learners who struggle with literacy, including dyslexia. The course includes advanced research-based reading instruction and continued training in specific research-based programs for intervention use. (Not offered 2021-22).

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This course provides a comprehensive research-based view of academic assessments. Students become familiar with the characteristics of learning disabilities and coexisting disorders, gain an overview of statistical concepts, and learn the basic theories of assessment. The course includes a practicum experience administering academic assessments. (Not offered 2021-22).

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This extended format course consists of three day-long seminars covering advanced topics and focuses on the most advanced layers of the English language, including Latin roots. Additional curricular demonstrations and sharing of practicum work is part of each seminar. Additional relevant topics are presented.

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This extended format course consists of three day-long seminars that continue to focus on the Latin layer of language while introducing the Greek layer of language. Additional curricular demonstrations and sharing of practicum work is part of each seminar. Teachers are expected to make presentations on various reading intervention programs.

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This class provides graduate students with a logical roadmap, from exploring a topic of interest through literary research methods to developing a research question and organizing and synthesizing gathered information into a defendable argument. Students complete a research prospectus by the end of the course. (Not offered 2021-22).

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This course explores action research methods within school contexts. Along with course meetings, field experiences in the summer Gifted and Talented Plus program allow students to translate theory to practice. By the end of the course, MAT candidates will be able to synthesize action research methods with planning and instruction.

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Preliminary and continued work on the candidate’s master’s research in consultation with the candidate’s research advisor. The course may be repeated in subsequent terms

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This course will explore concepts of numeracy and inquiry-based learning in the teaching profession. Students will explore the relationships between classroom management, interactive lesson structures and expectations of 21st century math and science. Prerequisite MAT. .5 unit, extended format

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Teachers receive clinical supervision for 4 months during the fall to include a minimum of 50 hours of instruction in the program and responses to two to three observations (submitted by video or in person observation by a certified supervisor).

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Teachers receive continued clinical supervision for 4 months during the fall to include a minimum of 50 hours of instruction in the program and responses to two to three observations (submitted by video or in person observation by a certified supervisor).

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This course will examine a range of K-12 student assessments from formative to summative assessments as well as interpreting information provided by standardized tests. Monitoring student progress and adjusting instruction based on a variety of well-designed assessments are essential skills for all teachers. Additionally, this course will provide an overview of the laws and protections for students eligible for special educations services in public school settings. Topics include special education law, eligibility, ensuring an appropriate IEP, least restrictive environment, discipline, and fostering positive family-school relationships. Then, we will explore a variety of instructional technology tools (e.g., SMART Board; interactive whiteboard; iPad; Kahoot; PollEverywhere; Quizlet; Brain Pop, etc.) to increase student motivation, decrease off-task challenging behaviors, and collect student data (e.g., screen capture; Class DoJo, etc.). Prerequisite MAT. 1 unit

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This course will examine traditional classroom management organizational procedures as well Multi-tiered Systems of Support (MTSS), Response to Intervention (RtI), and Positive Behavior Intervention Supports (PBIS). Specific focus will explore and utilize principles of Applied Behavior Analysis (ABA) within applied settings in general education classrooms to address common off-task and challenging behaviors teachers face. Students will observe, design classroom support interventions, collect and analyze data, and understand the impact of behavioral principles to make data-based decisions to positively address student behavior. Students will spend time observing multiple classrooms in diverse settings. Prerequisite: MAT enrollment. 1 unit. (Not offered 2021-22).

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This course is designed to ensure teacher candidates understand why culturally responsive pedagogy is necessary in U.S. public schools. By taking an intersectional approach to identity development, we will examine how many aspects of students’ identities combine to create learners with unique needs. Though we will discuss identity development in relation to common demographic markers (e.g., economic, racial, linguistic, etc.), the lens will not be on students, but on ourselves. The primary goal of this course is for teacher candidates to recognize their own cultural identity and identify how it affects pedagogical choices and practices, both implicitly and explicitly.

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Teachers will receive clinical supervision for 4 months to include a minimum of 100 hours of instruction in program and two to three observations (submitted by video or in person observation by a certified supervisor). Supervision of all clinical teaching hours is included.

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Teachers receive continued clinical supervision for 4 months to include a minimum of 100 hours of instruction in program and two to three observations. Supervision of all clinical teaching hours is included.

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Teachers receive continued clinical supervision for 4 months to include a minimum of 100 hours of instruction in program and two to three observations. Supervision of all clinical teaching hours is included.

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Teacher candidates will design and deliver comprehensive curriculum and instruction to facilitate optimal learning in their area of licensure. Classroom climate, literacy development, cultural relevance, praxis, assessment, unit design, differentiation and inclusive pedagogies are featured. Candidates will apply emphasized skills to develop their Masters Research prospectus. Requires a half-day practicum.

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Master of Arts in Teaching candidates complete the required teacher candidate practicum under the supervision of department staff and certified Colorado educators in the public schools of Colorado Springs and vicinity. Teaching assignments are adapted to needs and plans of individual students. Each teacher candidate attends arranged meetings with his or her college supervisor to discuss teaching experiences. Masters Research is conducted in context of the practicum. (Not offered 2021-22).

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Full-time teaching in an elementary, secondary or K-12 classroom in Colorado Springs and vicinity. Master of Arts in Teaching Candidates only. (Not offered 2021-22).

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Internship in a specialized placement with a community partner that matches an MAT candidate’s research or teaching interest. MAT candidates engage in discussions with the community partner throughout the program, and then spend at least four weeks in an internship, applying their education skills in a project-based learning approach.

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Advanced work on completing the Master’s thesis. Candidates publicly defend their research as part of the overall grade for the class.

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Student teaching abroad, either in international schools or in host country schools. International student teaching assignments are adapted to needs and plans of individual students. Advising, ongoing assignments, and debriefing occur at Colorado College. Placements and supervision are arranged in cooperation with established international student teaching programs. (Not offered 2021-22).

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This is an extended format class. In seminar style, MAT candidates prepare their action research papers for defense in front of faculty in order to meet requirements for the degree Master of Arts in Teaching. (Not offered 2021-22).

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