Academic Calendar

Keys and Symbols Reference

An introduction to microcomputers, software and telecommunications. Emphasis placed on educational applications of software and hardware. Macintosh and DOS classes available.

An exploration of contemporary issues around diversity, culture, and education in New Mexico. The course is of special interest to students considering a teaching career. Projects in schools and/or community sites are part of requirements.  

Development of conceptual framework for study of community-based curriculum with emphasis on the diverse cultures of the southwest and value clarification. Supervised work with children allows for in-depth analysis of both content and process. Three lectures, 1 hr. lab.

Study of reading process for emergent and intermediate readers focusing on: cueing systems, assessment, family and community contexts, language, culture and instruction in individual and small group settings. Lab includes supervised tutoring and discussion group.

Establishing a theoretical framework for exploring various approaches to reading/language development, instruction and evaluation in multicultural classroom settings. Three lectures, 1 hr. lab.

Study of oral and written forms of language. Background theory in language development and use in teacher-child interactions is presented and followed by carefully designed experiences with children. Three lectures, 1 hr. lab.

Methods, processes, content and management of children’s science observation, exploration, discovery and invention; attitudes of inquiry and wonderment. Science integrated with math and other areas of life. Three lectures, 1 hr. lab.

Strategies and materials appropriate for traditional and innovative instructional programs in elementary school mathematics. Supervised work with children allows for in-depth analysis of both content and process.

Pre- or corequisite: Math 111 and 112 and (MATH 121 or MATH 215).

An early experience working in the schools to develop familiarity with students and the school culture. Seminar with six hours of field work weekly.

Additional requirements are listed in previous section entitled “Student Teaching.”

Offered on a CR/NC basis only.

Pre- or corequisite: 321L or 331L or 333L or 353L or 361L.

Restriction: admitted to Elementary Education.

Overview and development of the social studies curriculum within the contexts of the elementary school program and multicultural community settings.

The development extension/elaboration and analysis of the language arts in both home language and English language. Creative methods and materials.

Course explores issues of literacy development (i.e. reading, writing, listening and speaking) across core content areas of school curriculum. Required in secondary teacher education for all content specialization areas.

Restriction: permission of the department.

An exploration of issues that face secondary school teachers, including classroom management, school and community, learning needs of adolescent learners, and planning for diverse groups.

Restriction: permission of instructor.

Observation and teaching in secondary schools for one or more semesters. Weekly seminar meetings required with University supervisors.

Prerequisite: 362.

A seminar linked to student teaching to address issues of teaching as a profession.

Corequisite: 462.

(Also offered as MSET 492)

Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.

(Also offered as MSET 495)

Planned and supervised professional laboratory or field experiences in agency or institutional setting.

An exploration of the forms of research in teaching and learning. Students have opportunities to identify types of research and determine the significance of the conclusions of research.

Exploration of accomplished teaching through study, practice and inquiry. Subject matter pedagogy and the diversity of pathways for learning, assessment and special needs in instruction are addressed.

Explores experiential, project-based, and service learning for effective inquiry teaching. Students design lessons that engage learners in real-world activities. Students learn about research that supports the use of these methods.

A study in the design, structure and implementation of curriculum in elementary classrooms. Other topics include historical perspectives of curriculum, influential factors on defining curriculum and theoretical connections.

Course assists experienced elementary teachers to build and design a conceptual framework about the teaching and learning process as it relates to the arranged classroom environment in which students and teachers operate.

Engages experienced teachers in the study and analysis of their own teaching and learning events through reflection and inquiry. Case studies, journals and narratives of teachers are used as tools for developing understandings.

Inquiry and practice in integrating curriculum across disciplines of knowledge, children’s diverse understandings, habits of mind and community needs and projects. Explores organization, models, goals setting, planning and evaluation.

Concepts of effective teaching and student learning are defined and compared to current trends in measuring teacher effectiveness and student achievement. Throughout the course, individuals examine their own teaching practices and their students' learning.

Focuses on issues of curriculum (K–12) from formal aspects of goals setting and planning to implicit issues of politics, culture and ideology.

Exploration of complex social justice issues and pedagogical responses. Focuses on knowledge and skills teachers need to integrate principles of social justice fully into classroom curriculum and instruction.

This course explores how the global community conceptualizes peace curriculum and pedagogy to teach about and towards peace. Students examine who they are as teachers and re-vision themselves as peacemakers.

This course is designed for active mentor teachers. Participants are reflective practitioners sharing experiences, issues, and suggestions with other mentor teachers.

Exploration of multiple perspectives on characteristics of master teachers and the qualities of highly effective teaching.

Corequisite: 595. 

Restriction: permission of department.

(Also offered as MSET 570)

Develop professional knowledge, skills, and dispositions for using technology, digital games, and interactive learning environments to promote learning and independent inquiry utilizing standardized K-12 curricula. Make curriculum accessible to students while strengthening digital citizenship through instructional approaches.

(Also offered as MSET 571)

Prepares teachers and teacher educators to use the digital tools needed to create, deconstruct, share, and leverage multimodal forms of communication for teaching and learning.  The class is an introduction to Media Literacy Education (MLE).

For students in the Department of Teacher Education, this course synthesizes course work which has made up a master's degree program. Enhance and develop competence in professional communication, written and oral.

A problems course, EDUC 591, is an acceptable substitute for EDUC 502 for all students in a teaching field endorsement program.

Planned and supervised advanced professional laboratory or field experiences in agency or institutional settings.

(Also offered as MSET 599)

Offered on a CR/NC basis only

This doctoral course examines theory, research, policy frameworks and best practices for instruction appropriate for each stage of teacher development within the field of teacher education.

Doctoral investigation of social justice specifically related to three aspects of teacher education: teaching for social justice; higher education, hegemony, models of education; and teacher education for social justice.

Focuses on supervision in terms of professional growth, staff development, and creating organizations in which learning, rather than power and control, is the center of attention. Supervision as evaluation is a relatively minor part of the course.

The study about and practice of supervision of instruction in K–12 classroom settings. Designed to assist and improve capacities of student teaching supervisors, mentor teachers, clinical faculty and advanced graduate students in teacher education.

(Also offered as MSET 699)

Offered on a CR/NC basis only.

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