Course Descriptions

3055 Human Rights & Education (3 credits): Emphasis on human rights, both domestic and international, for the field of education; study of writings and research of leading educators encompassing concepts of human rights; focus on educational issues involving human rights, the Right of the Child, work of UNICEF, and implications of human rights for educational practice.
3162 Teachg in an Era of Terrorism (3 credits): With the backdrop of omnipresent terror and the threats of world-shattering warfare, it is more essential than ever that our schools and our teachers put forward the lessons of tolerance, social justice, and conflict resolution. This course emphasizes a worldview for educating children growing up in the climate of worldwide terrorism and uncertainty. Creative strategies that acknowledge our human diversity within an overall context of equality and peacefulness can be the basis for the educational enterprise to combat the stresses that global terrorism poses.
3800 Professionalism in Teaching (2 credits): In addition to knowing how to teach, teachers must also know how to act professionally in school settings. This course introduces students, many who are prospective teachers, to the professional culture of school including: apparel, language, dispositions, decision making structures, academic standards, and communication. Topics of discussion in the course include: handling conflict, establishing and sustaining effective lines of communication, peer interactions, dress codes, unique cultural norms of schools, transitioning from a student to a teacher candidate, faculty handbooks, and appropriate language. (Students should expect to complete 10-20 hours per week of service learning in area education settings.)
3801 Current Issues in K-12 Educatn (3 credits): This course introduces prospective K-12 educators to the contemporary social, political, pedagogical and curricular context of schooling. Major areas of analysis and discussion will include: gender, social class, cultural competency, linguistically diverse education, funding, sexual orientation, educational policy, and diversity. The course will attempt a critical, reflective, and balanced view of schooling for the purpose of helping students develop the ability to interpret and respond to the challenges associated with teaching in modern schools. Coursework will be paired with a service-learning field experience in an urban educational setting characterized as linguistically and culturally diverse.
3802 Teacher Identity (3 credits): The most effective teachers combine the outer technical aspects of teaching (lesson plans, differentiated instruction, culturally responsive pedagogy, and content knowledge) with the inner non-technical elements (passion, heart, beliefs, and calling). In this course we examine the "inner-life" of the teacher with an emphasis on how understanding the themes of teacher selfhood impact the technical aspects of teaching. Key questions to examine include the following: How do the gifts, talents, and inner capacities of the teacher impact and influence communication and learning in the classroom; why do I teach; what will (likely) continue to fuel my passion for teaching; and what vision of the future do I hold for schools? Students should expect to complete 10-20 hours per week of service learning in area education settings.
3987 Community Organizing (2 credits): This course is the first course of the three-course sequence, "Spectator to Citizen," offered by the Center for Community Engagement and Service-Learning (CCESL). This sequence is designed to provide opportunities for students to develop a set of public skills and a civic knowledge base that will allow them to actively participate in the public life of their communities. This course strongly encourages students of diverse backgrounds, politics and values to learn together, and from one another, in a safe and challenging learning environment. In this course, students learn about the history of community organizing in the United States and are provided with opportunities to learn and apply public skills, collect and produce knowledge that improves communities, and develop a collaborative and collective worldview across differences. In particular, students define their self interest and individual public lives, build consensus across multiple perspectives, become experts on a community issue, and then bring this issue back out into the community for dialogue and possibly action.
3988 Denver Urban Issues & Policy (2 credits): This course is the second course of the three-course sequence, "Spectator to Citizen," offered by the Center for Community Engagement and Service-Learning (CCESL). This sequence is designed to provide opportunities for students to develop a set of public skills and a civic knowledge base that will allow them to actively participate in the public life of their communities. This course strongly encourages students of diverse backgrounds, politics and values to learn together, and from one another, in a safe and challenging learning environment. As citizens of the City of Denver, it is our responsibility and right to investigate important issues and be involved in developing a city that betters the lives of the people in our communities. We do this through a community organizing model that includes; research, immersion, and learning of the powers, structures and stakeholders necessary to live in any democratic community, here in Denver or around the globe. Students perform both traditional and community-based research necessary to understand Denver's current issues and policy.
3989 School-Based Civic Engagement (2 credits): This course is the final course of the three-course sequence, "Spectator to Citizen," offered by the Center for Community Engagement and Service-Learning (CCESL). This course provides opportunities for students to engage with a Denver Public School (or urban youth organization) in a meaningful way that will challenge students to think about how our public schools are preparing students to be effective citizens. We also examine the role that universities and communities can and should play in the education process. Students are expected to take a critical look at their own education experience and compare this experience with the education experience of those with whom the student will be working with for the quarter. This course is arranged as a 10-week community learning project. Several classes take place in the community at one of our partner schools. Classes also include group discussions and activities based on the assigned class topic and readings along with your experience in the schools.
3990 Service Learning in Community (1 to 4 credits): This course provides students with the opportunity to serve in the community and to reflect on their service experiences in a classroom setting through structured and meaningful reflection sessions. Students will examine a variety of topics, including the nature and significance of service-learning, motives for service, community action as a means for positive social change, and the relationship between service-learning, social justice, and civic responsibility.
3991 Independent Study (1 to 10 credits)
3992 Directed Study (1 to 10 credits)
3995 Urban Education (5 credits): Historical, political and sociological influences that shape and socially construct urban schools. Characteristics, opportunities, and needs of students in urban schools and examples of current effective practice.
3996 Urban Youth Development (5 credits): This course examines urban youth development from several perspectives, including the social-psychological, the cognitive/creative, the physical and health-related, and the philosophical.
3XXX Curriculum & Instr Transfer (1 to 10 credits)
4020 Introduction to Curriculum (3 credits): Introduces curriculum theory and curriculum as a field of study; includes study of issues such as standards, cognition, diversity, ecology, and social justice, among others.
4021 Models of Curriculum (3 credits): Reflects on ways various curriculum orientations may resolve modern issues or problems, with students' independent pursuit of one or two orientations in depth; orientations examined include cognitive pluralism, developmentalism, rational humanism and reconceptualism, among others. Recommended prerequisite: CUI 4020.
4022 Curriculum Theory into Pract (3 credits): Helps students move from theoretical concepts and decisions involved in curriculum development to actual construction of curricula; survey of potential components encompassed in a variety of curricula followed by participation in designing a curriculum as a member of a student team; final facet requires students to develop a curriculum. Prerequisites: CUI 4020 and 4021 or instructor's permission.
4027 Implementing Curr.: A Practicm (3 credits): Opportunity to experience authentic role of curriculum on site; work at the Denver Zoo, the Denver Museum of Nature and Science, other museums and school sites; to develop and implement curriculum.
4028 Literacy Instruction & Assmnt (3 credits): Organized around a developmental continuum for literacy acquisition. Addresses best research-based practices that allow teachers to assess students' abilities and to select appropriate instructional strategies leading to communicative competence for all children.
4029 Issues in Literacy (3 credits): Prepares educators to participate thoughtfully and critically in often-contentious discourse about literacy. Examines the research base that supports sound policy and practice regarding literacy instruction for all children.
4031 Teaching and Learning (3 credits): Takes a disciplinary approach (e.g., sociological, historical, philosophical, anthropological) to the analysis of teaching and learning environments in response to broad questions such as: What are effective teaching and learning environments? For whom and under what circumstances? How can we create such environments?
4032 Analysis of Teaching (3 credits): Provides a systematic introduction to the research base that characterizes effective practice and to the array of research methods that can be employed to study teaching and teacher development.
4033 The Practice of Teaching (3 credits): Course explores personal, conceptual, and empirical understandings of "teaching practice." Topics addressed have included: metaphors for teaching practice, best practices for equity and social justice, profesisonal development practices.
4034 Curriculum & Cultural Context (3 credits): This course will address the influence of cultural, political, sociological, and economic factors on curriculum at the instructional, situational, societal, and idealogical levels. Students should be interested and willing to explore these issues through readings and discussion. We will be exploring various perspectives, including our own, which inform the discussion on this critical area of education.
4035 Urban Ed: Probs & Perspectives (3 or 4 credits): Focuses on the complex problems and unique possibilities that face teachers in culturally diverse urban schools. Students will consider both theoretical perspectives and practical, applied approaches as they explore the family, community and school environments, as well as their relationships to the academic success of children and youth in urban schools.
4038 Urban Youth Development (3 credits): This course examines urban youth development from several perspectives, including the social-psychological, the cognitive/creative, the physical and health-related, and the philosophical. We will explore the emerging field of youth development in an urban context, integrate theory and practice, and analyze youth policies and their implications.
4040 Tchng w/Tech: Intro Thry/Prct (3 or 4 credits): This course will provide resources, practice, and guidance to teachers who wish to improve their ability to use technology effectively. The objective is to give the students experience with hardware, software, teaching techniques, and technology management strategies.
4041 School and Curricular Reform (3 credits): A look into school reform movements, why most fail and only a few succeed.
4042 Instr Design/Web Dev for Educa (3 credits): Introduces presentation software, basic HTML, and web page development software. Focuses on various Learning, Instructional Design, and Learning Style Theories and how they relate to the development of technology supported pedagogy. Students will create individualized instructional web pages for use in practice.
4043 Tech Enhanced Ed Environments (3 credits): Utilizing emerging Learning Theories and complex Instructional Design Theories, students will move into advanced educational web page development including designing with style sheets and layers. Several customized technology mediated lessons or professional projects will be created for use in practice. Various tools, designed to enhance learning environments, will be explored.
4045 Technology Practicum (2 credits): Under the supervision of the professor, students will generate technological applications relevant to their own work settings using ideas and concepts learned in CUI 4040.
4046 Technology Leadership (3 credits): Explores the role of ethics, values, social, legal, and power issues associated with technology in education. Analyzes how technology is transforming learning, equitable distribution of information, and the implications for providing optimal education to diverse learning populations.
4050 Curriculum & Instr Rsrch Sem (0 to 3 credits): Students write proposals and learn about current relevant research in curriculum. Students learn about the proposal and dissertation process as well as current research in curriculum.
4055 Human Rights & Education (3 credits): Emphasis on human rights, both domestic and international, for the field of education; study of writings and research of leading educators encompassing concepts of human rights; focus on educational issues involving human rights, the Rights of the Child, work of UNICEF, and implications of human rights for educational practice.
4058 Teacher as Researcher (3 credits): Emerging philosophical and methodological issues that arise when school practitioners undertake research within their own sites; range of research traditions including quantitative, statistical research and qualitative methodologies; mastering relevant skills and accessing resources for students to be better prepared to conduct their own inquiries and understand and solve problems.
4070 Clinical Internship (1 to 9 credits)
4100 Sociocultural Foundation of Ed (3 credits): Examination of the expanded conceptions of diversity to include difference based on ethnicity, biethnicity, and multiethnic identity; social class, differently-abled, age, gender, and sexual orientation; implications of terrorism on America for ethnically diverse populations in our schools and on educational establishments around the world; attention to the interactions of ethnicity with social class and gender identifications in the school setting; implications of the learning of another language as well as the impact of language diversity in our schools; consideration of new conceptual frameworks for multicultural and diversity education for educators for the 21st century.
4130 Philosophy of Education (3 credits): Focuses on 3-4 philosophers and examines the contributions their philosophical ideas have on education. Philosophers studied have included John Dewey, Cornel West, Nel Noddings and Maxine Greene.
4140 TGI1: Game Development Methods (3 credits): Within the game development context, teachers will learn to: demonstrate and explain computer science programming skills including variables, control structures, looping, lists, classes/objects, and simple 2D graphics; demonstrate and explain how mathematics concepts including linear equations and simple trigonometric function for trajectories, linear and geometric intersection testing for collision detection, and mathematic modeling for game physics, can be taught within the context of game development; will learn visual art skills including basic forms of the human figure in its environment, the emotional impact of color, and the narrative capacity of visual composition; and, will learn design skills such as reflection in action and iterative refinement. Instructor permission required.
4141 TGI2:Game Development Pedagogy (3 credits): Within the game development context, teachers will be able to: describe, discuss, and evaluate theories that support 21st century learning environments including project-based instruction and assessment, brain and learning research, and game theory; summarize a variety of educational and career opportunities available to students in the fields of science, technology, engineering, and mathematics; identity a variety of online and print research sources relevant to computer science, programming, and humane game develoment; conduct research to support technology-enhanced learning environments and performance-based assessments; and create or adapt performance-based rubrics for assessment of student projects. Prerequisite: CUI 4140 or instructor permission.
4142 Engineering of Extreme Sports (3 credits): The key course goal is to increase high school student interest and confidence in the study of science, mathematics, and engineering so as to motivate them, especially women and minorities, to pursue higher education and employment in these fields. Engineering-related subjects like mathematics, physics, chemistry, and biology are often viewed by students as abstract, boring, and irrelevant. Teachers will learn to help students overcome these perceptions by showing applications within the extreme sports framework. Instructor permission required.
4150 Sociology of Education (3 credits): Sociology of education emphasizes the importance of the process of socialization on education, the interactions of ethnicity, gender, and social class in education, the formal roles and statuses within the bureaucracy of the school, the informal or "hidden" curriculum, the system of higher education and comparative views of educational systems around the world, and the impact on teaching and schools in an era of terrorism. Objectives of this course: to apply major concepts and theories in sociology to the institution of education; to interpret the applications of sociological theory to the school and the broader educational enterprise; and for personal expansion of philosophy and worldview through humanistic and social science perspectives.
4153 Practicum: Curr & Instruction (2 to 5 credits): Designed to fit the educational needs of the individual student who may choose from a wide variety of practicum (internship) experiences, including teaching, curriculum development, museum internships or research projects in curriculum and instruction.
4155 Special Topics (1 to 10 credits): Special topics in the field of education.
4159 Educating Multiethnic Popultn (3 credits): Emphasizing a worldwide view in considering how education should be delivered to children and youth for life in the 21st century, especially since the World Trade Center Disaster of September, 2001. It is incumbent on those in teaching to find creative policies for working together with those in government and business, strategies that acknowledge our human diversity within and overall context of equality and peacefulness. This begins with raising social justice issues in the classroom in ways that encourage students to openly examine difficult and personally challenging materials, facilitating communication and understanding between members of diverse and unequal social groups.
4160 Ethnicity, Class & Gender (3 credits): Ethnicity, Class & Gender in Education applies the concepts and theories of social science disciplines - sociology, social psychology, anthropology, historical perspectives and philosophical orientations - to the inclusive examination of the issues of racism, classism, sexism, and homophobia in education. This course seeks to conceptualize ethnicity, gender and social class as interactive systems, not as separate and independent variables, that impact students, teachers, school systems and the educational enterprise. We examine educational systems and practices that historically have disadvantaged women and peoples of color and discuss strategies and techniques for empowerment of the members of these groups.
4161 Ethnicity, Gender & Diversity (3 credits): The focus of this course is to examine and explore the complexities of teaching in contemporary educational settings in which the forces of sexism, racism and classism are found. In our society where wide diversity characterizes our student population, it has become an imperative to recognize difference and relate effective teaching to these conditions. Major trends and influences that are impacting the school curriculum are explored.
4162 Teachg in an Era of Terrorism (3 credits): Emphasizes a worldview for educating children growing up in the climate of worldwide terrorism and uncertainty. Creative strategies that acknowledge out human diversity within an overall context of equity and peacefulness can be the basis for the educational enterprise to combat the stresses that global terrorism poses. Guiding this course are three over-arching positions: a worldwide view of children, families, and education; a socio-cultural perspective; and qualitative approaches to research designs and methods used to support the social scientific rationale advocated. We will examine examples, accounts and vignettes about children's lives in communities all over the world, to underscore that the presence of terrorism exists all over the globe.
4170 Engaging Learners through Arts (3 to 5 credits): This seven day institute is designed to engage participants in a challenging exploration of the creative process through workshops with professional artists in the disciplines of dance, visual arts, creative writing, music, and theatre, and to provide a greater understanding of the theory and practical applications of school reform.
4171 The Arts in Education:Stage II (3 to 5 credits): Stage II is designed to further participant's exploration in the arts. Prerequisite: CUI 4170.
4172 Aesthetic Foundation-Education (3 credits): Educational enterprise from aesthetic viewpoints; examination of a number of aesthetic theories and exploration of implications for curriculum, teaching, and evaluation.
4173 Playback Theater for Educators (1 credits): Three major forms of community building drama based on real-life experience - playback theatre, forum theatre, and playbuilding - are explored in the intense, fun, interactive day-long experiential workshop. Absolutely no acting experience required. Students interested in community education & research, social justice, character education and classroom teachers looking to expand their instructional repertoire will find these dramatic theories and practices exciting and useful. Students are encouraged to contact the instructor with questions about the course.
4180 History-Education in U.S. (3 credits): Traces historical context and development of K-12 schools in the United States from initial discovery of North and South America by Europeans to the present; understanding through examination of central issues that strongly influenced our current educational systems - evolution of schools, religion, social and political reform, women's issues, nationalism and ethnicity, industrialization of the nation and world.
4400 Nature & Needs-Gifted Learners (3 credits): This course is designed to provide participants with an understanding of 1) conceptual foundations and definitions of giftedness, 2) how intelligence, creativity, and non-intelligence factors are related to giftedness, 3) the nature, development, types, and needs of gifted individuals, 4) principles and issues in the identification of gifted individuals, and 5) the major issues and tensions in the education of gifted and talented individuals. Lectures, discussions, and other class activities and assigned readings and projects will include topics such as the history and nature of the giftedness construct; theories of intelligence and creativity and their relationship to conceptions of giftedness; types of giftedness; the diversity of gifted individuals and their personal and educational needs; the role of identification in the education and development of gifted children and youth; and purposes and perspectives in gifted education.
4401 Psych Aspects of Giftedness (3 credits): The psychological development of gifted children is examined through a study of current theories, models, research, and case histories. Understanding of psychological development creates a foundation for applications and practices that nurture the psycho-social-emotional development of gifted individuals. Specific topics include the psychological nature and needs of the gifted; perfectionism, stress, and underachievement; special issues for gifted boys and gifted girls; highly gifted; and pertinent theories of psychological development. Emphasis is placed on synthesis of theories and application to specific situations.
4402 Curriculum for Gifted Learners (3 credits): This course is designed to provide participants with an understanding of the conceptual foundations in the design and development of curriculum for gifted and talented students. Includes theories, models and processes for curriculum modification and curriculum design; strategies for adapting educational content, process, product, and learning environment based on the educational characteristics and needs of gifted learners; and curriculum design and development approaches that are effective in the intellectual and personal growth of gifted and talented learners. Content in this course is aligned with appropriate instructional strategies and techniques recommended for use with gifted and talented learners. Lectures, discussions, class activities, assigned reading and projects include topics such as a general overview of curricular principles and perspectives; critical analysis of general curriculum; issues of diversity in curriculum development and modification including cultural congruence; recommended models of curriculum development for gifted and talented learners; and national trends in gifted education.
4403 Instr Strat for Gifted Learner (3 credits): This course provides a basic understanding of how to adapt curriculum for gifted learners through various instructional strategies. Strategies studied include: acceleration, enrichment, differentiation, compacting, grouping, independent study, and service learning. By selecting instructional strategies based on assessed learner needs, educators can reach many types of gifted learners in their classrooms including gifted students of poverty and gifted learners of cultural and ethnic diversity. The objectives of this class are that participants: know about and be able to define instructional strategies that meet assessed academic and affective needs of gifted learners and be able to adapt curriculum for gifted learners using learned instructional strategies.
4404 Twice-Exceptional Students (3 credits): The purpose of this course is to acquaint the student with the various areas of exceptionalities typically encountered with gifted students and to provide classroom related techniques to assist the teacher in identifying and working with twice-exceptional children in an effective manor. Environmental, behavioral, motivational, emotional and educational needs are addressed. Legal responsibilities, parent communication and staff development will be emphasized.
4405 Practicum-Gifted Education (1 to 3 credits): Students wishing to earn credit for the Practicum in Gifted Education must complete an experience in three of the five areas (Teaching, Assessment, Administration, Research, or Policy). Students must submit a Practicum Proposal outlining the intended practicum experiences. This Proposal must be approved by the practicum faculty supervisor when the practicum experiences are begun.
4407 Cur Iss in Gifted Educ: Ident (3 credits): This course focuses on the screening and selecting of gifted and talented students. It is designed for practicing professionals - teachers, counselors, psychologists, and administrators - who must make decisions about the identification and serving of gifted and talented students. Course uses multiple assessments, both quantitative and qualitative, to identify gifted students within an increasingly diverse population (including culturally- and ethically-diverse, high-potential, linguistically-different students with unique affective needs as well as high-potential economically-disadvantaged students). Students will use data to diagnose educational needs, prescribe appropriate educational strategies and to incorporate appropriate identification strategies for identifying gifted and talented students. Legal responsibilities and parent communication as well as staff development are emphasized. Students are required to develop an identification model based on relevant theory and current practices to be used in their particular setting.
4408 Creativity: Theory & Practice (3 credits): The essence of innovation is creativity, in thought, process and outcome. Classic and current theories provide a foundation for analysis of the concept of creativity. This course is designed to provide participants with an understanding of 1) the conceptual foundations and definitions of creativity; 2) how intelligence, creativity, and non-intellective factors are related to the constructs of giftedness; 3) documented brain research underlying exceptional cognition and/or creativity; 4) principles and issues in the identification and appropriate programming for creative individuals; and 5) the multiple perspectives and manifestations of creativity. Salon discussion groups, lectures, class activities and assigned readings and projects focu on the history and nature of the construct of creativity, theories of creativity, the role of innovation and transformation, assessment and measurement tools, environmental support of the creative process and creativity, and teaching and learning applications.
4410 Prog Dev/Ldrshp/Comm Gifted Ed (3 credits): This course emphasizes the concepts and practices involved in development and management of school- and district-based programs for the special education of gifted and talented children and youth. The course leads to in-depth understanding of program components and systems, program planning and evaluation, program leadership, advocacy in gifted education, and communications. In addition, emphasis is placed on planning and development of staff development in relation to gifted children. This course includes extensive in-class discussion and field applications.
4417 Independent Study: Gifted Educ (1 to 3 credits)
4450 Educ & Psych of Excptnl Chldrn (3 credits): Characteristics of students with moderate needs and state criteria used to determine eligibility for special education population.
4455 Assmnt Stdnts with Specl Needs (3 credits): Theories, research, effective practices and background information needed to develop, implement, analyze, and apply assessment data for mild/moderate-needs students.
4457 Behavior Intervention (3 credits): Theories, research, effective practices, and background information needed to implement successful behavior intervention programs for mild/moderate-needs students.
4459 Curic, Collab, Trans in K12 (3 credits): Knowledge, techniques to develop independent skills for K-12 moderate/mild-needs students and transitions across grade levels.
4500 Elem Literacy:Theory & Pract I (1 to 3 credits): 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.
4501 Elem Literacy:Theory & Prac II (1 to 3 credits): 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.
4502 Elm Sci/SStuds Methods for CLD (3 to 4 credits): 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.
4503 Elm Math Methods for CLD (3 or 4 credits): 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 will 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.
4504 Elmntry Math/Science/Soc Stds (3 credits): This course prepares students to develop a deeper understanding of math, science, and social studies content and curriculum in the elementary classroom as guided by Colorado Model Content Standards and research on effective sheltered content instruction for culturally and linguistically diverse students, and differentiated instruction for diverse learners.
4510 Adolescent Literacy (3 credits): This course will provide secondary teacher candidates in the Boettcher Teachers Program an understanding of the essential elements of adolescent literacy. 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.
4511 Sec Lit: Read/Write Cont Areas (1 to 6 credits): Students 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 addresses specific strategies for assessing adolescent's literacy skills/abilities and design appropriate literacy instruction in all content areas.
4520 Urb Ed I: Div & Soc Just (1 credits): This class will address questions about multicultural and social diversity in the classrooms, curricular and pedagogical theories and practices, access and equity, and the politics of education.
4521 Urb Ed II: Sch,St,Fam,Com Infl (2 to 4 credits): 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.
4522 Urb Ed III: Pres & Pos/Pov Sch (2 or 3 credits): This course will focus on the sources of problems in high poverty schools and examine educational reform efforts that attempt to transform high poverty schools and classrooms.
4527 Sprtng Spcl Needs Acrss Contnt (3 credits): This course evaluates similarities and differences in theory, methods, approaches, and techniques in meeting the needs of diverse learners including English Language Learners, special needs, and/or gifted. Differentiated instruction, Sheltered instruction, and Response to Intervention (RTI) are key methodologies in meeting needs of diverse learners.
4529 Foundations of Ed for LDL (3 credits): 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.
4530 Second Language Acquisition (1 to 3 credits): 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.
4531 Support ELLs Across Curr (3 or 4 credits): 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.
4532 Culturally Responsive Pedagogy (3 or 4 credits): This course is offered for cohorts in the Boettcher Teachers Program and the Denver Teachers Residency. Boettcher Cohort: The changing demographics in U.S. public schools are impacting the traditional cannon 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 examines the intricate web of variables that interact in the effort to create culturally responsive pedagogy. This course examines the need for culturally responsive pedagogy and establishes a definition of culturally responsive pedagogy. In addition this course includes 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 cultivates the practice of culturally responsive teaching as well as explores the reality of implementing culturally responsive pedagogy in an era of standardization. In sum, this course helps practicing teachers acquire the dispositions, cultural knowledge, and competencies to adapt their curriculum and instructional skills for culturally responsive classroom practice. DTR Cohort: This course examines the intricate web of variables that interact in the effort to create culturally responsive pedagogy. It examines the need and establishes a definition for culturally responsive pedagogy; and includes an examination of one's conception of self and "others," conception of social relations, and conception of knowledge teaching and learning in a culturally diverse context. Furthermore, it cultivates the practice of culturally responsive teaching as well as explores the reality of implementing cultural responsive pedagogy in a era of standardization. In sum, this course helps practicing teachers acquire the dispositions, cultural knowledge, and competencies to adapt their curriculum and instructional skills for culturally responsive classroom practice.
4533 Rsrch Issues/Cult&Ling Div Stu (3 or 4 credits): 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 funtional 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.
4534 Language Teaching Lab (1 credits): This course will critically examine elements of best practice for culturally and linguisitically diverse learners through formal observations of three exemplary teachers and evaluate their classroom practices, instructional strategies, assessment practices, and communication strategies. This course will apply our conceptual knowledge of first and second language acquisition and our knowledge of the foundations of the English language to critically analyze each classroom context.
4535 Lang in Society and Schools (3 or 4 credits): 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.
4536 Ling/Cult Issues in Assmt/Inst (3 to 4 credits): This course is offered for cohorts in the Boettcher Teachers Program and the Denver Teacher Residency. Boettcher Cohort: This course expands the educators' knowledge of initial assessment, ongoing assessment, and high-stakes testing. Students develop knowledge and understanding of initial assessment of culturally and linguistically diverse (CLD) learners' skills and abilities in order to provide appropriate placement and instruction. In addition, educators assess student learning by utilizing strategies that provide continuous feedback on the effectiveness of instruction. This course also helps students understand the implications of CLD learners being required to participate in high-stakes testing programs. DTR Cohort: This course expands the educators' knowledge of the connection between data-based instruction and assessment. Educators assess student learning by utilizing strategies that provide continuous feedback on the effectiveness of instruction. Educators learn informal and formal assessment practices that promote students learning and achievement. Educators develop knowledge and understanding of initial assessment of culturally and linguistically diverse learners' skills and abilities in order to provide appropriate placement and instruction. Educators utilize native language tests to promote adequate placement/transition of students. This course also helps educators develop a framework to analyze and develop culturally responsive assessment practices in order to improve student achievement. Finally, this course integrates Response to Intervention (RTI) strategies to improve student assessment.
4537 Seminar & Practicum in LDE (1 to 6 credits): 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.
4538 Language, Literacy & Culture (3 or 4 credits): 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.
4540 Curr,Inst&Assmt:Thry & Prac I (1 to 3 credits): 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 apprenticeship with a trained mentor teacher, focused observations of a myriad of classrooms, readings, interviews, discussions, critical writing, and presentations.
4541 Curr,Inst&Assmt:Thry&Prac II (1 to 4 credits): 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 apprenticeship with a trained mentor teacher, focused observations of a myriad of classrooms, readings, interviews, discussions, critical writing, and presentations.
4542 Curr,Inst&Assmt:Thry&Prac III (1 to 4 credits): 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 apprenticeship with a trained mentor teacher, focused observations of a myriad of classrooms, readings, interviews, discussions, critical writing, and presentations.
4543 Ed Psych: Learning & Devp (1 to 3 credits): 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.
4544 Ed Psych: Exceptional Child (1 to 3 credits): 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, accomodations and modifications, behavior issues, mental health, and communicating with parents will be addressed.
4545 Perspectives on Amer Ed. I (1 to 3 credits): We expect that students will complete this 2-quarter-long 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, apprenticeship of observation, teaching as vocation, and the moral dimensions of teaching.
4546 Perspectives on Amer Ed. II (2 credits): We expect the students will complete this 2-quarter-long 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, apprenticeship of observation, teaching as vocation, and the moral dimensions of teaching.
4870 Education-Intern'l Settinngs (3 credits): Objectives of this course include: viewing education in the 21st century as cross-cultural and international; examining the role of schooling in shaping national identity and citizenship in nation-states around the globe; and identifying promising practices and exemplary curriculum material for teaching cross-cultural perspectives and world awareness.
4991 MA Independent Study (1 to 17 credits)
4992 Directed Study (1 to 10 credits)
4995 Research - M.A. Thesis (1 to 17 credits)
4XXX Curriculum & Instr Transfer (1 to 10 credits)
5991 PhD Independent Study (1 to 17 credits)
5992 Directed Study (1 to 10 credits)
5994 Sem: Dissertation Org & Rsrch (2 to 5 credits): Individualized assistance in developing the dissertation topic, issue, problem; guidance in preparation for proposal orals and application to the Institution Review Board (IRB), direction for dissertation chapter organization, writing and completion. This seminar is targeted for the student who needs support in completing the dissertation.
5995 Dissertation Research (1 to 20 credits)

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