Boettcher Teachers Program Courses (Credit Hours in Parentheses)
CUI 4500 Elementary Literacy: Theory & Practice I (1-3)
This course provides an introduction and overview to the many components that make
up a quality balanced literacy program. During the course, students will analyze current
research and theory in reading and writing instruction. This course will use students'
classroom placements to create a foundational understanding on which to build solid
literacy philosophy as well as instructional ideas and strategies.
CUI 4501 Elementary Literacy: Theory & Practice II (1-3)
This course is an extension of Elementary Literacy I and concentrates on the continued
development of theories and practical strategies for teaching literacy in diverse
classrooms. This course will supply K-6 teachers with the skills to assess student
abilities, select appropriate instructional strategies, and design effective instructional
programs that lead to increased listening, speaking, reading, and writing achievement
of all children.
CUI 4502 Elementary Science/Social Studies Methods for Culturally and Linguistically
Diverse Learners (3)
This course will enable students to develop a deeper understanding of science and
social studies content and curriculum in the elementary classroom. Students will explore
a range of instructional materials and develop teaching strategies with the guidance
of state content standards and research on effective classroom instruction for culturally
and linguistically diverse students. This course will revolve around discussion of
key questions in the following eight areas: the role of social studies and science;
instruction; standards; content knowledge; curriculum integration; technology; culturally
responsive pedagogy; sheltered instruction.
CUI 4503 Elementary Math Methods for Culturally and Linguistically Diverse Learners
(3)
This course will prepare pre-service elementary teachers to engage students in mathematical
learning activities guided by Colorado State Mathematics Content Standards and research.
Pre-service teachers will develop an understanding of how students in the elementary
grades construct meaning through active engagement in purposeful activities. In addition,
students develop an understanding of infusing best practice for culturally and linguistically
diverse students into the math curriculum in terms of culturally relevant pedagogy
and sheltered instruction. This course will revolve around the discussion of key questions
in the following seven areas: content standards; instruction; assessment; differentiated
instruction; technology; culturally responsive pedagogy; and sheltered instruction.
CUI 4511 Secondary Literacy: Reading and Writing in Content Areas (1-3)
Students will learn how literacy develops in reading, writing, and oral language and
will be able to relate this information to teaching reading and writing in all content
areas for both middle school and high school students. This course will address specific
strategies for assessing adolescents' literacy skills/abilities and design appropriate
literacy instruction in all content areas.
CUI 4521 Urban Education II: School, Student, Family, Community Influences on Student
Learning (2-3)
This course will consider how teachers are able to foster meaningful connections between
the educational goals of the schools and the personal and cultural experiences of
young people. Students will study the child in relation to family, school, and community,
as well as the relationships between teacher and pupil. We will emphasize the cultural
complexity of an urban society and pay special attention to ways that curriculum,
language, and literacy affect school success. Students will understand key facets
of urban life in the United States and the influences on children, youth, and families;
understand the influence of teacher expectations on the educational achievement of
students from different class, gender, and ethnic backgrounds; understand the affects
of interactions between family, peer, and school cultures; appreciate the importance
of parent engagement in student achievement.
CUI 4529 Foundations of Education for Linguistically Diverse Learners (3)
This course will examine the essential knowledge and orientations educators must possess
to effectively meet the needs of culturally and linguistically diverse (CLD) learners
through the analysis of historical, political, ethical, and legal foundations of language
education in the United States. This course will explore the immigrant experience
and the experience of CLD learners in schools in order to understand how the psychosocial
aspects of the immigrant experience can impact second language learning.
CUI 4530 Second Language Acquisition (1-3)
This course will help educators to develop an understanding of first and second language
learning theories. This course will also help assist educators in developing an understanding
of the relationship between culture, language, and identity, and how these influence
learning. In addition, we will explore effective classroom practices and instructional
strategies for culturally and linguistically diverse (CLD) learners. This will be
accomplished through analysis of the connection between theory and practice in an
effort to increase the academic achievement of CLD learners.
CUI 4531 Supporting English Learners Across the Content Areas (3)
This course will evaluate methods, approaches, and techniques in language teaching.
This course will also explore classroom strategies and practices for content-area
instruction through sheltered instruction, and socio-cultural context of second language
acquisition in U.S. public schools including how teachers can support bilingualism,
multilingualism, biculturalism, and multiculturalism in the mainstream classroom.
Furthermore, this course will explore the needs of special education and gifted culturally
and linguistically diverse learners.
CUI 4532 Culturally Responsive Pedagogy (3)
The changing demographics in U.S. public schools are impacting the traditional canon
of teaching and learning in schools. As cultural and linguistic diversity increases
in our schools, so does the need for culturally relevant instruction. This course
will examine the intricate web of variables that interact in the effort to create
culturally responsive pedagogy. This course will examine the need for culturally responsive
pedagogy and establish a definition of culturally responsive pedagogy. In addition,
this course will include an examination of one's conception of the self and "others,"
conception of knowledge teaching and learning in a culturally diverse context. Furthermore,
this course will cultivate the practice of culturally responsive teaching as well
as explore the reality of implementing culturally responsive pedagogy in an era of
standardization. In sum, this course will help practicing teachers acquire the dispositions,
cultural knowledge, and competencies to adapt their curriculum and instructional skills
for culturally responsive classroom practice.
CUI 4533 Research Issues in the Education of Culturally and Linguistically Diverse
Learners (1-3)
In this course, students will act as teacher-researchers in order to explore issues
that impact the achievement of culturally and linguistically diverse learners. This
course will allow students to use functional research tools that can inform practice
and lead to better teaching and learning in urban schools, and access resources to
enable educators to define and address challenges in their teaching. More importantly,
classrooms will become sites for educational reform in that, essentially, educators
will act as advocates for change.
CUI 4535 Language in Society and Schools (3)
This course will introduce students to the discipline of sociolinguistics, including
ways language and society impact one another, and how this interaction is reflected
in schools. The focus of this course will be on current sociolinguistic theory and
research on language variation and its social, political, and cultural significance.
Topics include bilingualism and multilingualism in society; formal and informal types
of language discourse; language and dialect; cross-cultural communication; and ways
language both reflects and creates such constructs as power, culture, gender, ethnicity,
and social class. In addition, this course will explore language ideology and language
policy and planning.
CUI 4537 Seminar and Practicum in LDE (1-6)
This course is to provide students with the opportunity to merge theory and practice
in real classroom situations. This course is organized around two main components.
The seminar consists primarily of discussions on connections between theory and practice.
The practicum centers on educators' own respective teaching contexts. Students in
this course are required to "log" 200 hours of direct teaching with linguistically
diverse learners. Under the supervision of a practicum advisor, students will be evaluated
for evidence of mastery of LDES standards.
CUI 4538 Language, Literacy, and Culture (3)
Attaining age-appropriate English literacy skills poses many challenges to culturally
and linguistically diverse (CLD) learners. Educators must therefore develop proficiency
in effective literacy instruction for CLD learners. Effective literacy instruction
includes a repertoire of teaching practices designed to scaffold literacy and language
across the content areas, and culturally relevant curriculum as an essential component
to support the achievement of CLD learners. This course will focus on helping educators
gain the necessary skills, orientations, and competencies to advance the literacy
of CLD learners through linguistic and cultural knowledge.
CUI 4540 Curriculum, Instruction, and Assessment: Theory and Practice I (1-3)
This is the first quarter of an academic year-long weekly seminar to foster reflective,
research-based classroom practice. Teacher candidates will deepen their understanding
of teaching and learning in contemporary schools through a guided teaching residency
with a trained mentor teacher, focused observations of a myriad of classrooms, readings,
interviews, discussions, critical writing, and presentations.
CUI 4541 Curriculum, Instruction, and Assessment: Theory and Practice II (1-3)
This is the second quarter of an academic year-long weekly seminar to foster reflective,
research-based classroom practice. Teacher candidates will deepen their understanding
of teaching and learning in contemporary schools through a guided teaching residency
with a trained mentor teacher, focused observations of a myriad of classrooms, readings,
interviews, discussions, critical writing, and presentations.
CUI 4542 Curriculum, Instruction, and Assessment: Theory and Practice III (1-3)
This is the third and final quarter of an academic year-long weekly seminar to foster
reflective, research-based classroom practice. Teacher candidates will deepen their
understanding of teaching and learning in contemporary schools through a guided teaching
residency with a trained mentor teacher, focused observations of a myriad of classrooms,
readings, interviews, discussions, critical writing, and presentations.
CUI 4543 Educational Psychology: Learning & Development (1-3)
This course focuses on theories of learning and development, including behaviorism,
cognition in context, and sociocultural perspectives, among others, as well as practical
application of those theories. Issues of classroom management and student motivation
are explored within the context of these theories.
CUI 4544 Educational Psychology: Educating Exceptional Individuals
(1-3)
The focus of this course is on educating children and adolescents with special needs
in the general education classroom. The intent is to enable future educators to better
serve the needs of these children in their classrooms. Topics such as the special
education process, information on specific disabilities, accommodations and modifications,
behavior issues, mental health, and communicating with parents will be addressed.
CUI 4545 Perspectives on American Education (1-3)
Students will complete this class with an appreciation for and commitment to critical
reflection, collegiality, ongoing professional growth, and educational reform. Through
readings, reflective writing and activities, role-plays, case discussions, community-based
field work, visits to a myriad of schools and classrooms, and guest presentations,
we expect students to recognize and wrestle with the complexity that characterizes
teaching in American society. Four central and recurring themes for this course include:
democratic foundations of public schools, teaching residency of observation, teaching
as vocation, and the moral dimensions of teaching.
TEP 3690 Elementary Student Teaching (1-12)
Involves field experiences, including full-day teaching in elementary school classroom
and regularly scheduled seminar discussions with clinical instructors.
TEP 3790 Secondary Student Teaching (1-12)
Involves field experiences, including full-day teaching in secondary school classroom
and regularly scheduled seminar discussions with clinical instructors.
