Education (EDUC)
1120.
Introduction to Education.
(3)
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.
1996.
Topics.
(1-6, no limit Δ)
A course exploring a topic not covered by the standard curriculum but of interest to faculty and students in a particular semester.
2988 [291].
Problems.
(1-3 to a maximum of 3 Δ)
Individual research into an area proposed by the student and conducted under the direction of a faculty member.
Restriction: permission of instructor.
2996.
Topics.
(1-6, no limit Δ)
A course exploring a topic not covered by the standard curriculum but of interest to faculty and students in a particular semester.
2998 [296].
Internship.
(3-6 to a maximum of 12 Δ)
Practical experience in a public, private or non-profit organization, supervised by a professional with an academic component overseen by a UNM instructor.
321L.
Teaching Social Studies K-8.
(3)
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.
330L.
Teaching of Reading to Culturally and Linguistically Diverse Students I.
(3)
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.
331L.
Teaching of Reading to Culturally and Linguistically Diverse Students II.
(3)
Establishing a theoretical framework for exploring various approaches to reading/language development, instruction and evaluation in multicultural classroom settings. Three lectures, 1 hr. lab.
333L.
Teaching Language Arts K-8.
(3)
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.
353L.
Teaching Science K-8.
(3)
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.
361L.
Teaching Mathematics K-8.
(3)
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 1220 or MATH 2118).
362.
Teaching Experience I.
(3)
An early experience working in the schools to develop familiarity with students and the school culture. Seminar with six hours of field work weekly.
391 / 591.
Problems.
(1-3 to a maximum of 3 Δ)
(Also offered as MSET 391)
Individual research into an area proposed by the student and conducted under the direction of a faculty member.
400.
Student Teaching in the Elementary School.
(1-2-3-6-9-12-15 to a maximum of 15 Δ)
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.
401L.
Creating Effective K-8 Learning Environments I.
(1)
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.
402L.
Creating Effective K-8 Learning Environments II.
(1)
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.
403L.
Using Assessment: Creating Effective K-8 Learning Environments III.
(1)
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.
411L.
K-8 Field Experience I.
(1-3 [1])
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.
412L.
K-8 Field Experience II.
(1-3 [2])
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.
413L.
K-8 Field Experience III-Student Teaching.
(6-15 [6])
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.
*421.
Teaching Social Studies K-8.
(1-3 to a maximum of 3 Δ)
Overview and development of the social studies curriculum within the contexts of the elementary school program and multicultural community settings.
*433.
Oral and Written Language Program in the Elementary School.
(2-3 to a maximum of 3 Δ)
The development extension/elaboration and analysis of the language arts in both home language and English language. Creative methods and materials.
*438.
Teaching Reading and Writing in the Content Field.
(3)
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.
450 / 550.
Issues in Secondary Education.
(3)
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.
*453.
Teaching Science K-8.
(1-3 to a maximum of 3 Δ)
Teaching Science K-8: 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.
*461.
Teaching Mathematics K-8.
(1-3 to a maximum of 3 Δ)
Teaching Mathematics K-8: K-8 strategies and materials appropriate for traditional and innovative instructional programs in elementary and middle school mathematics. Supervised work with children allows for in-depth analysis of both content and process.
462.
Student Teaching.
(3-6-9-12 to a maximum of 15 Δ)
Observation and teaching in secondary schools for one or more semesters. Weekly seminar meetings required with University supervisors.
Prerequisite: 362.
464.
Student Teaching Seminar.
(3)
A seminar linked to student teaching to address issues of teaching as a profession.
Corequisite: 462.
492.
Workshop.
(1-4 to a maximum of 9 Δ)
(Also offered as MSET 492)
Faculty-supervised intensive and interactive program focusing on the development of specific skills.
493 / 593.
Topics in Education.
(1-6, no limit Δ)
Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.
497.
Reading and Research in Honors.
(3-6 to a maximum of 6 Δ)
Advanced studies and research under the supervision of a faculty mentor.
Restriction: permission of major advisor.
500.
Research Applications to Education.
(3)
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.
501.
High School Curriculum.
(3)
Inquiry into high school curriculum with a focus on organization, models, goals setting, planning and evaluation.
502.
Advanced Instructional Strategies.
(3)
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.
505.
Experiential, Project-Based and Service Learning.
(3)
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.
511.
Curriculum in the Elementary School.
(3)
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.
513.
The Process of Reflection and Inquiry.
(3)
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.
516.
Integrating Curriculum and Inquiry in the Classroom.
(1-4 to a maximum of 8 Δ)
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.
520.
Effective Teaching and Student Learning.
(3)
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.
531.
Teaching of Reading to Culturally and Linguistically Diverse Students II.
(1-3 to a maximum of 3 Δ)
The course focuses on methods for teaching reading in elementary school and establishing a theoretical framework for exploring various approaches to reading/language development instruction and evaluation in multicultural classroom settings.
Prerequisite: 330L.
542.
Principles of Curriculum Development.
(3)
Focuses on issues of curriculum (K–12) from formal aspects of goals setting and planning to implicit issues of politics, culture and ideology.
550 / 450.
Issues in Secondary Education.
(3)
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.
552.
Social Justice in Education.
(3)
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.
553.
Engaging Youth Literacy through Latin American Testimonio.
(3, may be repeated once Δ)
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.
563.
Mentoring Educators for Professional Growth.
(1-3 to a maximum of 3 Δ)
This course is designed for active mentor teachers. Participants are reflective practitioners sharing experiences, issues, and suggestions with other mentor teachers.
568.
The Art of Masterful Teaching.
(3)
Exploration of multiple perspectives on characteristics of master teachers and the qualities of highly effective teaching.
Restriction: permission of department.
581.
Initial Field Experience K-8 Seminar.
(1)
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.
582.
K-8 Field Experience Seminar II.
(1)
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.
590.
Seminar.
(3)
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.
591 / 391.
Problems.
(1-3 to a maximum of 6 Δ)
A problems course, EDUC 591, is an acceptable substitute for EDUC 502 for all students in a teaching field endorsement program.
592.
Workshop.
(1-4 to a maximum of 5 Δ)
Faculty-supervised intensive and interactive program focusing on the development of specific skills.
593 / 493.
Topics in Education.
(1-3, no limit Δ)
Undergraduate and or graduate credit for students in Teacher Education working with faculty in specific topics identified by the course title.
594.
Initial Field Experience.
(1)
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
595.
Advanced Field Experiences.
(3-6 to a maximum of 12 Δ)
(Also offered as MSET 595)
Planned and supervised advanced professional laboratory or field experiences in agency or institutional settings.
596.
Internship.
(3-6 to a maximum of 12 Δ)
(Also offered as MSET 596)
Practical experience in a public, private or non-profit organization, supervised by a professional with an academic component overseen by a UNM instructor.
597.
Directed Readings in Secondary and Adult Teacher Education.
(3-6 to a maximum of 6 Δ)
A faculty-directed exploration of a specific topic through reading, discussion, and critique.
598.
Directed Reading in Elementary Education.
(3-6 to a maximum of 6 Δ)
A faculty-directed exploration of a specific topic through reading, discussion, and critique.
599.
Master's Thesis.
(1-6, no limit Δ)
(Also offered as MSET 599)
Faculty-supervised investigative study that results in the development and writing of a master’s thesis.
Offered on a CR/NC basis only
602.
Teacher Education Pedagogy.
(3)
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.
604.
Contexts of Teaching and Learning in Teacher Education.
(3)
This course is designed to examine teaching, learning, teacher education and teacher education reform using lenses from history, sociology, and philosophy; raising and addressing questions regarding teacher education.
610.
Equity, Access and Learning Community.
(3)
Doctoral students use a critical lens to examine and build their theoretical framework and teaching practice in public education working with social justice community wealth, issues, advocates, leaders and organizations.
643.
Curriculum Theory Seminar.
(3)
Doctoral level seminar examining curriculum theory.
Restriction: permission of instructor.
652.
Teacher Education and Social Justice.
(3)
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.
661.
Teacher Leadership in Teacher Education.
(3)
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.
663.
Instruction and Supervision in Teacher Education.
(3)
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.
690.
Dissertation Seminar.
(3)
691.
Problems.
(1-3 to a maximum of 6 Δ)
Individual research into an area proposed by the student and conducted under the direction of a faculty member.
Restriction: admitted to Ed.D or Ph.D. Teaching, Learning, and Teacher Education.
692.
Workshop.
(1-6, may be repeated twice Δ)
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.
693.
Topics in Teacher Education.
(1-3 to a maximum of 18 Δ)
A course exploring a topic not covered by the standard curriculum but of interest to faculty and students in a particular semester.
696.
Internship.
(3-6 to a maximum of 12 Δ)
(Also offered as MSET 696)
Practical experience in a public, private or non-profit organization, supervised by a professional with an academic component overseen by a UNM instructor.
698.
Directed Readings in Elementary/Secondary Teacher Education.
(3-6 to a maximum of 12 Δ)
A faculty-directed exploration of a specific topic through reading, discussion, and critique.
699.
Dissertation.
(3-12, no limit Δ)
(Also offered as MSET 699)
Faculty-supervised investigative study that results in the development and writing of a doctoral dissertation.
Offered on a CR/NC basis only.
