Advising and Summer/Fall Course offerings

Mar 25, 2024 | Announcements

Advising week starts on Monday! Just a reminder on how to reserve a T@M advising appointment:

I also wanted to send information about the courses that you can take now, to double your career options for life, before registration! Courses that will be offered in the Summer and Fall include 2 possible CAS (former H&SS) Mid-Level Required Electives, 3 possible CAS (former H&SS) 400-Level Required Electives, core courses, and Capstone I & II.

Fall CAS Electives

CAS mid-level approved electives:

  1. SCED333/533: Educational Psychology and Assessment

This is a 3 Credit course that is held on Tuesday’s from 5:00–6:15PM AND 6:30-7:45PM. The purpose of this course is to present this new science of learning so that educators can creatively translate the science into exceptional practice. This course covers field-defining learning theories ranging from behaviorism to cognitive psychology to social psychology and some lesser-known theories exceptionally relevant to practice, such as arousal theory. Together the theories, evidence, and strategies can be combined endlessly to create original and effective learning plans and the means to know if they succeed.

  1. SCED363/563: Dynamic Teaching: Motivation, Classroom Management, Differentiation of Instruction

This is a 3 Credit online course that is held on Monday’s from 5:30-7:30PM. The purpose of this course is to prepare future educators to be able to motivate students, manage classroom behavior, and differentiate their instruction so that all students can learn. This course will cover the field-defining theories of motivation, classroom management, and differentiation. Additionally, this course will introduce research-based practices that can be used to create learning environments where students are motivated and given the tools to be successful in their individual learning.

CAS 400-level approved electives:

CSED430/530: Computer Science Practices & Technological Impacts on Society

  • This is a 3 Credit course held on Wednesday’s from 5:30-8:00PM. Students will explore current industry computer science practices and the technological impacts on society (eg. how big tech’s obsession with optimization and efficiency has sacrificed fundamental human values). These skills will be modeled, practiced, and mastered in the context of computer science. In addition, this course will prepare students to be able to communicate effectively as educators about current industry computer science practices and the impact of technology on society.

 

SCED445/545: Physics and Chemistry Teaching Techniques

  • This is a 3 Credit course that is held on Thursday’s from 5:30-8:00PM. In this course students will engage as learners of physics and chemistry through evidence-based teaching strategies. After each unit of instruction, students will reflect on the practices used during the unit and why these practices are effective techniques for teaching science. The goal of this course is for teacher candidates to develop an awareness of 1) the common misconceptions and learning progressions associated with physics and chemistry; 2) evidence-based teaching strategies for physics and chemistry; and 3) the importance of and techniques for placing all content within a context that is familiar to and interesting to your specific student body. Students will leave this course with a minimum of a full month of curriculum annotated and ready to deliver to middle or high school physical science and high school physics courses.

MAED425/525: Pre-Algebra and Algebra Teaching Techniques

  • This is a 3 Credit course that is held on Thursday’s from 5:30-8:00PM. This course presents those interested in teaching with techniques for engaging students with mathematics. We will dive into the research on student learning of mathematics as well as cognitive science to better understand how to entice students to wonder and ask questions about the very topics that you as a mathematician are passionate about. After each unit of instruction, students will reflect on the practices and technology used during the unit and why these are effective techniques for teaching mathematics. The goal of this course is for teacher candidates to develop an awareness of (1) importance of and techniques for placing all content within a context that is familiar to and interesting to your specific student body; (2) the common misconceptions and learning progressions associated with pre-algebra and algebra; and (3) evidence-based and meaningful teaching strategies for teaching mathematics. This course has been approved to count towards the Teaching Minor, the STEM Teaching focus area in the BS in Engineering, and the MS in STEM Education.

 

Fall Core Courses

SCED262/562: K-12 Field Experience & Building Student Relationships

  • This is a variable credit class ranging from 1-3 credits. It is held on Tuesday’s from 5:30 – 6:20 PM. This course is the ideal way to try out teaching. Assist in a classroom alongside an experienced mentor teacher. Requirements include a total of 25 hours (per credit) in the classroom and a 50-minute weekly seminar. This course is also repeatable. Classroom hours are work-study eligible (if applicable).
  • This course is designed to provide Mines students with opportunities to participate in, analyze, and reflect on issues in a classroom setting. The overall goal is for Mines students to understand who their K-12 students are and how they learn, including learner development and learner differences. Specifically, the course will focus on developing Mines students’ ability to identify and practice basic classroom management, differentiated instruction, asking probing questions, science content preconceptions, language/activities that promote a growth mindset, and professional language. Furthermore, Mines students will begin exploring the factors that shape school norms and culture. In addition to an on-campus seminar, there is a 25 hour field experience requirement in the assigned partner school.

SCED464/SCED564 & MAED464/MAED564 & CSED464/564– Capstone Curriculum Design I – Practicum

  • This is a 3 credit course held on times arranged with your instructor. This course provides Mines students an intensive teaching experience in a K-12 science, engineering, or STEM classroom. (mathematics or computer science for MAED464) The goal of this course is for the student to develop and demonstrate competencies in the areas of planning, instructional methods, assessments, creating effective learning environments for all learners, classroom management and organization, content knowledge, and professionalism. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is a 100-hour field experience requirement in the student’s assigned partner school. During this semester, the student will be responsible for planning and teaching at least five periods of classroom instruction as well as participate in other school related professional roles and will develop a mini-work sample (min-unit of instruction including: description of setting, learning objectives, three class periods or more of standards-based lesson plans, pre/post assessment, and reflection).

SCED465/SCED565 & MAED465/MAED565 & CSED465/565– Capstone Curriculum Design II – Student Teaching

  • This is a 6-12 credit course held on times arranged with your instructor. Student Teaching provides an immersive student teaching experience in a K-12 science, engineering, or STEM classroom. The goal of this course is for the student to develop and demonstrate competencies in the areas of planning, instructional methods, assessments, creating effective learning environments for all learners, classroom management and organization, content knowledge, and professionalism. There is a 400-600 hour field experience requirement in the student’s assigned partner school. During this semester, the student will be expected to assume full-time teaching responsibility for at least five weeks as well as participate in other school related professional roles. The student teacher will also develop a full work sample (unit of instruction including: description of setting, learning objectives, two – three weeks of standards-based lesson plans, pre/post assessment, and reflection). This course has been approved to count towards the Teaching Minor, the STEM Teaching focus area of the BS in Engineering, and the MS in STEM Education.

 

Summer
CAS mid-level approved elective Online: SCED333/533: Educational Psychology and Assessment CAS mid-level approved elective

  • This is a 3 credit online course held on Tuesday’s, June 24- August 15, from 4 – 5:30pm. This course is designed to prepare students for either college or high school teaching. An explosive growth in research on how people learn has revealed many ways to improve teaching and catalyze learning at all ages. The purpose of this course is to present this new science of learning so that educators can creatively translate the science into exceptional practice. This course covers field-defining learning theories ranging from behaviorism to cognitive psychology to social psychology and some lesser-known theories exceptionally relevant to practice, such as arousal theory. Together the theories, evidence, and strategies can be combined endlessly to create original and effective learning plans and the means to know if they succeed.

 

Check out Teach@Mines course page for more information about courses offered by T@M.