Undergraduate Program

Introduction to the historical, philosophical, sociological foundations of education, current trends, and issues in education; especially as it relates to a multicultural environment. Students will use those foundations to develop effective strategies related to problems, issues and responsibilities in the field of education. A field component at an educational site is required.

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 1118 and MATH 112 and (MATH 1220 or MATH 2118).

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 B.S.Ed. in Elementary Education.

This course is the discussion and analysis seminar for Elementary Education majors during their first semester of Field Experience.

Corequisite: 411L.

Restriction: admitted to B.S.Ed. in Elementary Education.

This course is the discussion and analysis seminar for Elementary Education majors during their second semester of Field Experience.

Prerequisite: 401L and 411L.

Corequisite: 412L.

Restriction: admitted to B.S.Ed. in Elementary Education.

This course is the discussion and analysis seminar for Elementary Education majors during their third and final semester of Field Experience.

Prerequisite: 402L and 412L.

Corequisite: 413L.

Restriction: admitted to B.S.Ed. in Elementary Education.

This course is designed for planning and teaching in K-8 Schools for Elementary Education majors in their first semester of Field Experience.

Offered on a CR/NC basis only. 

Prerequisite: 1120 and EDPY 310 and EDPY 472 and LLSS 443 and MSET 365.

Corequisite: 401L.

Restriction: admitted to B.S.Ed. in Elementary Education.

This course is designed for planning and teaching in K-8 Schools for Elementary Education majors in their second semester of Field Experience.

Offered on a CR/NC basis only. 

Prerequisite: 401 and 411L. 

Corequisite: 402L.

Restriction: admitted to B.S.Ed. in Elementary Education.

This course is designed for planning and teaching in K-8 Schools for Elementary Education majors in their third and final semester of Field Experience.

Offered on a CR/NC basis only. 

Prerequisite: 402L and 412L. 

Corequisite: 403L.

Restriction: admitted to B.S.Ed. in 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 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.

Restriction: permission of major advisor.

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.

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.

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.

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.

Presupposing interconnectedness between literacy and social justice, this course engages high school youth to design curriculum around diverse literacies through Testimonios unfolding within Latin American and Chicana/o literature, music, poetry, and visual and performative art.

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.

Restriction: permission of department.

This course is the discussion and analysis seminar for M.A. with Alternative Route to K-8 Licensure students during their first semester of Field Experience.

Corequisite: 594.

Restriction: admitted to M.A. Elementary Education.

This course is the discussion and analysis seminar for M.A. with Alternative Route to K-8 Licensure students during their second and final semester of Field Experience.

Restriction: admitted to M.A. Elementary Education.

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.

This course is designed for planning and teaching in elementary schools for M.A. with Alternative Route to K-8 Licensure students during their first semester of Field Experience.

Offered on a CR/NC basis only.

Corequisite: 581.

Restriction: admitted to M.A. Elementary Education

(Also offered as MSET 595)

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 level seminar examining curriculum theory.

Restriction: permission of instructor.

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 instructional leadership as related to professional growth, staff development, and creation of learning organizations. Development of teacher leaders is the main focus.

Does not satisfy requirements for Educational Leadership licensure.

The study and design of instruction in teacher education programs and of clinical preparation and supervision of instruction. Addresses national and state standards in teacher education and clinically based programs.

Restriction: admitted to Ed.D or Ph.D. Teaching, Learning, and Teacher Education.

Co-constructed by students and faculty, workshops are responsive to the most current and pressing issues in teaching, learning, and teacher education.

Restriction: permission of department.

(Also offered as MSET 699)

Offered on a CR/NC basis only.

Designed to help organizational leaders understand how schools have both limited and expanded educational opportunity and what leaders can do to organize educational institutions for democratic life.

Development of instructional programs, human resources, and organizational improvements should be grounded in data, both qualitative and quantitative. Explores conceptual and practical approaches to analyzing data to improve schooling.

This course explores in depth the idea that leadership is vision-based and that effective visions are developed jointly, communicated widely, support shared learning, and ultimately drive what gets done in the organization of community.

This course, designed as an introduction to the concepts, theories and processes of organizational theory and organizational behavior, will provide prospective education leaders with a better understanding of the way organizations operate.

Students will learn and practice communication skills; become familiar with mechanisms for school-community interactions; identify various groups within and outside the school that play a part in educational decision making and program implementation.

This course provides an overview of the economic, social, historical, political, legal and financial aspects of public education in New Mexico.

This course explores both internal and external communication issues experienced in educational organizations. Emphasis will be placed upon what makes successful and productive communication from both theoretical and practical perspectives.

This course focuses upon the school as a complex organization and the role of the principal within that organization. It examines the various roles played by the principal, with particular emphasis placed on school leadership.

This course is designed to provide future school leaders with basic understanding of the workings of the educational funding system and to provide a framework for effective fiscal and staffing decisions at the school level.

This course will provide future school leaders with an understanding of school community leadership and continuous student growth in communities characterized by diverse language, culture, and socio-economic levels.

(Also offered as OILS 541)

Examines the teaching and learning transaction with adults. Specific attention is on adult life stage development, relevant learning theories and approaches, and learning style issues of cross-cultural populations.

This course addresses current theories, strategies and practices in conflict resolution for educational and organizational leaders. Topics such as bullying, peer mediation programs, and restorative justice are covered.

This course focuses on current research and debates on critical policy areas relating to PK-12 education. The class examines the role of key decision-makers, ideologies, and implementation constraints in policy conflict resolution.

This course will focus on the struggle for educational equity and social justice, how this struggle has been interpreted and understood, and how leaders can help educational institutions and communities promote equity and 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.

This course explores how laws, including constitutional and statutory requirements, affect educational leadership. Focusing on concepts behind legal cases, the course examines how leaders can improve educational provision to address underlying legal concerns.

Topics vary from term to term, but are all critically important for educational administrators. They include but are not limited to: organizational development, leader behavior, teaching and learning, ethics, technology and educational policy.

Restriction: permission of instructor.

Problems study is offered on demand only and with the permission of the instructor. Check with the chairperson of the Department for details.

Restriction: permission of instructor.

A required field experience for students in Educational Leadership programs who are not seeking state administrative licensure. Arranged with advisor and program faculty.

The administrative internship provides field-based experiences to develop the skills, knowledge, and practices identified in the New Mexico Administrator Competencies. Students must meet program requirements for entry into the internship.

A doctoral seminar focusing on leading theories of educational, organizational, and community leadership, emphasizing transformational leadership and other forms of leadership that stress collaboration and shared decision making.

This course will provide an in depth understanding of the lived and diverse perspectives within Indigenous leadership in education and community contexts including tribal, community, and diverse educational types inclusive of P-20.

Restriction: permission of instructor.

A doctoral seminar introducing quantitative inquiry with emphasis on methods that leaders can apply immediately to organizational issues. Content taught cooperatively to enhance opportunities for community building.

Restriction: admitted to Ed.D. cohort.

(Also offered as LLSS 605)

A doctoral seminar focusing on qualitative research methods, including problem definition, data collection and analysis and increasing the trustworthiness of one’s findings. A research study is required.

Prerequisite: LLSS 523 or EDPY 511.

Restriction: admitted to Ed.D. cohort.

This doctoral seminar helps students increase their understanding and skills in analyzing qualitative data. It is assumed that prior to entering this seminar, the students have collected data on which to focus their analyses.

Prerequisite: 605 or LLSS 605.

A doctoral seminar focusing on how quantitative data can be used to understand organizational needs and to drive organizational decision making.

Restriction: admitted Ed.D. in Educational Leadership.

Designed to help students better understand the change processes by studying various change models. Focuses on the “what” and “how” surrounding change as well as the decision making processes that impact change in institutions.

A doctoral seminar focusing on what leaders can do to model learning, to jointly create the conditions to support individual and community learning, and to use what is learned to drive transformation.

Explores the workings of groups in various learning environments and what makes a well-functioning educational group, committee, or team. Focus on importance of group dynamics as an imperative part of adult learning and training.

Using the work of leading theorists and activists on democracy, diversity, and dialogue, this seminar examines pressing educational issues. Focus on educational goals and purposes, including analysis and articulation of our own visions for education.

Exploration of important issues facing practicing school leaders. Includes organizational analysis, facilities management, budgeting, educational assessment, evaluation of staff and strengthening ties to families and the local community.

A doctoral seminar focusing on shaping educational policy, how leaders can influence the policy making process and how policies are applied to meet educational and community needs.

A doctoral seminar examining the intersections of law, finance, and social equity. Explores landmark cases, historical shifts in fiscal provision of education, and trends in the pursuit of educational equity.

A doctoral seminar synthesizing how leaders use inquiry to influence decisions. Papers framing a research problem and justifying the methods to be used in researching a problem are required.

Restriction: permission of instructor.

Co-constructed by students and faculty, workshops are responsive to the most current and pressing educational issues facing educational leaders. May be repeated to a maximum of 6 credits for students enrolled in a doctoral program.

Restriction: permission of instructor.

Topics vary.

Restriction: doctoral students only.

Doctoral students only.

Restriction: permission of instructor.

Doctoral students only.

Restriction: permission of instructor.

Offered on a CR/NC basis only.

Students explore constructivist learning theory as it applies to educational technology as a tool in the learning environment and examine the impact of technology in relation to the changing role of the teacher.

(Also offered as EDUC 391)

Corequisite: EDUC 362.

Restriction: permission of instructor.

The methods, processes, content, assessment and management of inquiry-based learning for the secondary science classroom. (Grades 7–12).

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

This course addresses current and historical issues in science teaching and learning. Course topics may vary and are grounded in relevant research, current practice, learning theories, supervision, standards in teaching and cognition.

This course has two primary objectives: assessment and remediation. Assessment is accomplished through quantitative and qualitative measures while remediation is reached through corrective measures suggested by the results of assessment.

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.

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.

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

(Also offered as EDUC 595)

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

(Also offered as EDUC 596)

(Also offered as EDUC 599)

Offered on a CR/NC basis only.

(Also offered as EDUC 690)

(Also offered as EDUC 696)

(Also offered as EDUC 699)

Offered on a CR/NC basis only.