University Honors and Scholars Programs

HNRS105. INNOVATION AND DISCOVERY IN ENGINEERING, ARTS, AND SCIENCES I. 3.0 Semester Hrs.

(I) (WI) "Innovation and Discovery in Engineering, Arts, and Sciences" (IDEAS) applies honors pedagogies in a multidisciplinary, integrated environment that highlights the seamless boundaries between science and engineering, design, ethics, and the arts as a path toward making value-informed technical decisions. In addition to developing foundational skills in engineering design and problem-solving, students examine place, identity, citizenship, and community in various contexts as they learn what it means to be an engaged and mindful citizen and professional. IDEAS poses ethical problems and hands-on design challenges from a multitude of lenses. It incorporates experiential learning, team-based projects, and seminar discussions to encourage students to think both critically and creatively about their world. Students must pass both HNRS105 and HNRS 115 to meet degree requirements. If students drop either of these courses, they must take both HASS100 and EDNS151 or their equivalents in order to graduate.

HNRS110. LEADERSHIP BY DESIGN I. 3.0 Semester Hrs.

In the first of two semesters of this honors experience, students participate in a multidisciplinary, integrated, collaborative environment that blends leadership, design, communication, innovation, and ethics in order to build the capabilities needed to lead and address grand challenges. Students will experience a combination of experiential learning, projects, seminar discussions, guest speakers, and design sprints as they spend time gaining foundational knowledge, learning how to think in systems, analyzing grand challenges, communicating ?the story? in multiple ways to various audiences, and designing documents, presentations, objects, and exhibitions. Also, students will begin to develop their portfolio to document the story of their time in Leadership by Design. Students must pass both HNRS110 and HNRS120 to meet degree requirements.

HNRS115. INNOVATION AND DISCOVERY IN ENGINEERING, ARTS, AND SCIENCES II. 4.0 Semester Hrs.

(II) (WI) "Innovation and Discovery in Engineering, Arts, and Sciences" (IDEAS) applies honors pedagogies in a multidisciplinary, integrated environment that highlights the seamless boundaries between science and engineering, design, ethics, and the arts as a path toward making value-informed technical decisions. Students examine place, identity, citizenship, and community in various contexts as they learn what it means to be an engaged and mindful citizen and professional. IDEAS poses ethical problems and hands-on design challenges from a multitude of lenses. It incorporates experiential learning, team-based projects, and seminar discussions to encourage students to think both critically and creatively about their world. Students must pass both HNRS105 and HNRS115 to meet degree requirements. If students drop either of these courses, they must take both HASS100 and EDNS151 or their equivalents in order to graduate. Prerequisite: HNRS105 with a grade of C- or higher.

HNRS120. LEADERSHIP BY DESIGN II. 3.0 Semester Hrs.

In the second of two semesters of this honors experience, students participate in a multidisciplinary, integrated, collaborative environment that blends leadership, design, communication, innovation, and ethics in order to build the capabilities needed to lead and address grand challenges. Students will experience a combination of experiential learning, projects, seminar discussions, professional development workshops, guest speakers, and design sprints. Students build on the first semester as they build leadership skills and work to be better designers, creators, thinkers, innovators, and communicators. They will address the questions ?What is good design?? ?What is good leadership?? ?What is innovation?? and ?How do I best tell the story?? Students design documents, presentations, and objects. They investigate ways to create impact and value as they define problems, pose solutions for grand challenges, and create a portfolio to document their experience to best tell the story of their time in Leadership by Design. Students must pass both HNRS110 and HNRS120 to meet degree requirements. Prerequisite: HNRS110 with a grade of C- or better.

HNRS150. ENTERING RESEARCH. 1.0 Semester Hr.

In this course, students will be introduced to various skills needed to be successful when conducting research. These skills include best practices to finding a research mentor, the roles and responsibilities of a researcher, developing relationships that make for a successful research experience, how to critically read and analyze scientific literature, lab safety, and disseminating research work.

HNRS198. SPECIAL TOPICS. 6.0 Semester Hrs.

A Special Topics course will be a pilot course in the UHSP curriculum or will be offered as an enhancement to regularly-scheduled UHSP seminars. Special Topics courses in the UHSP curriculum will not be offered more than twice. Variable credit: 1 - 6 semester hours. Repeatable for credit under different titles.

HNRS199. INDEPENDENT STUDY. 1-6 Semester Hr.

Under special circumstances, a UHSP student may use this course number to register for an independent study project which substitutes for or enhances the regularly-scheduled UHSP curriculum seminars. Variable credit: 1 - 6 semester hours. Repeatable for credit.

HNRS298. SPECIAL TOPICS. 1-6 Semester Hr.

A Special Topics course will be a pilot course in the UHSP curriculum or will be offered as an enhancement to regularly-scheduled UHSP seminars. Special Topics courses in the UHSP curriculum will not be offered more than twice. Variable credit: 1 - 6 semester hours. Repeatable for credit under different titles.

HNRS299. INDEPENDENT STUDY. 1-6 Semester Hr.

Under special circumstances, a UHSP student may use this course number to register for an independent study project which substitutes for or enhances the regularly-scheduled UHSP curriculum seminars. Variable credit: 1 - 6 semester hours. Repeatable for credit.

HNRS305. EXPLORATIONS IN MODERN AMERICA. 3.0 Semester Hrs.

(I, II) (WI) Honors core course that develops student skills in reading, writing, critical thinking, and oral communication. skills through the exploration of selected topics related to the social, cultural, and political ideas and events that have shaped the development of the modern United States and its role in the world. Prerequisite: Admission to the Program and HASS100. 3 lecture hours, 3 credit hours.

HNRS315. EXPLORATIONS IN THE MODERN WORLD. 3.0 Semester Hrs.

(I, II) (WI) Honors core course that develops student writing skills and critical thinking abilities through the exploration of selected topics related to the social, cultural, and political ideas and developments that have shaped the modern world. Prerequisite: Admission to the Program and HASS100. 3 lecture hours, 3 credit hours.

HNRS398. SPECIAL TOPICS IN THE UNIVERSITY HONORS AND SCHOLARS PROGRAM. 1-6 Semester Hr.

A Special Topics course will be a pilot course in the University Honors & Scholars Programs curriculum or will be offered as an enhancement to regularly-scheduled UHSP seminars. Special Topics courses in the UHSP curriculum will not be offered more than twice.

HNRS399. INDEPENDENT STUDY. 1-6 Semester Hr.

Under special circumstances, a UHSP student may use this course number to register for an independent study project which substitutes for or enhances the regularly-scheduled UHSP curriculum seminars. Variable credit: 1 - 6 semester hours. Repeatable for credit.

HNRS405. MCBRIDE PRACTICUM. 1-3 Semester Hr.

(I, II) (WI) With approval of the Program, a McBride student may enroll in an individualized study project which substitutes for or enhances the regularly-scheduled McBride curriculum seminars. This option may be used to pursue an approved foreign study program, service learning program, international internship, undergraduate research project, or other authorized experiential learning program of study. Students must also prepare a faculty-guided major research paper that integrates the experience with the goals, objectives, and focus of the Honors Program in Public Affairs. 1-3 semester hours. Repeatable up to 6 hours.

HNRS425. EXPLORATIONS IN POLITICS, POLICY, AND LEADERSHIP. 3.0 Semester Hrs.

(I, II) (WI) Study of selected topics related to policy, politics, and/or leadership through case studies, readings, research, and writing. Prerequisites: HNRS305: Explorations in Modern America and HNRS315: Explorations in The Modern World. Repeatable for credit up to a maximum of 6 hours. 3 lecture hours, 3 credit hours.

HNRS430. EXPLORATIONS IN IDEAS, ETHICS, AND RELIGION. 3.0 Semester Hrs.

(I, II) (WI) Study of selected topics related to ideas, ethics, and/or religion through case studies, readings, research, and writing. Prerequisites: HNRS305: Explorations in Modern America and HNRS315: Explorations in the Modern World. Repeatable for credit up to a maximum of 6 hours. 3 lecture hours, 3 credit hours.

HNRS435. EXPLORATIONS IN CULTURE, SOCIETY, AND CREATIVE ARTS. 3.0 Semester Hrs.

(I, II) (WI) Study of selected topics related to culture, society, and/or the creative arts through case studies, readings, research, and writing. Prerequisites: HNRS305: Explorations in Modern America and HNRS315: Explorations in the Modern World. Repeatable for credit up to a maximum of 6 hours. 3 lecture hours, 3 credit hours.

HNRS440. EXPLORATIONS IN INTERNATIONAL STUDIES & GLOBAL AFFAIRS. 3.0 Semester Hrs.

(I, II) (WI) Study of selected topics related to international studies and/or global affairs through case studies, readings, research, and writing. Prerequisites: HNRS305: Explorations in Modern America and HNRS315: Explorations in the Modern World. Repeatable for credit up to a maximum of 6 hours. 3 lecture hours, 3 credit hours.

HNRS445. EXPLORATIONS IN SCIENCE, TECHNOLOGY, AND SOCIETY. 3.0 Semester Hrs.

(I, II) (WI) Study of selected topics related to the relationships between science, technology, and society through case studies, readings, research, and writing. Prerequisites: HNRS305: Explorations in Modern America and HNRS315: Explorations in the Modern World. Repeatable for credit up to a maximum of 6 hours. 3 lecture hours, 3 credit hours.

HNRS450. EXPLORATIONS IN EARTH, ENERGY, AND ENVIRONMENT. 3.0 Semester Hrs.

(I, II) (WI) Study of selected topics related to earth, energy, and/or the environment through case studies, readings, research, and writing. This course may focus on the human dimensions or broader impacts of science, technology, engineering, or mathematics. Prerequisites: HNRS305: Explorations in Modern America and HNRS315: Explorations in the Modern World. Repeatable for credit up to a maximum of 6 hours. 3 lecture hours, 3 credit hours.

HNRS476. COMMUNITY ENGAGEMENT THROUGH SERVICE LEARNING. 3.0 Semester Hrs.

(II) Community Engagement through Service Learning combines a traditional classroom environment with an off campus learning experience with a local non-profit or community organization. Students spend 3-4 hours per week serving the organization they choose and meet in class once per week to discuss reading assignments, present research findings, and share experiences and insights about the course material. Instructors may choose to focus on a particular topic or social issue, such as poverty and privilege, or may engage with community issues more broadly. The course focuses on several aspects of a student?s learning, including intra- and interpersonal learning, discovering community, and developing communication skills and critical and interdisciplinary approaches. Course work will focus on critical reading, group discussion and deliberation, oral presentations of research, and writing assignments. Prerequisites: none. 2 hours lecture; 3-4 hours lab; 3.0 semester hours.

HNRS496. PAYNE SCHOLARS PROGRAM. 1.0 Semester Hr.

Mines graduates often go on to become corporate leaders and are responsible for many of the innovations and changes seen across industries. In much the same way, the research done at Mines has far reaching implications for many of the social, economic, and environmental challenges faced around the world. To develop these relationships, and to prepare students for future roles, the Payne Institute partnered with students to develop a public policy community that uses all the School of Mines? resources to be both physical and social engineers of the world around them. One of the most prominent ways we do this is through the Payne Scholars program. This one-credit course helps students perform research, collaborate across campus, and engage with a broad network of international experts on global policy challenges. Students are taught how to write academic papers on the important issues we are facing today, and once the students finish the course, the papers they write can be published as Payne Commentaries on our website. We often sponsor students for internships, or offer student worker positions to continue their work. This often means that they get to be co-authors on peer-reviewed academic papers or help us build world-shaping policy.

HNRS498. SPECIAL TOPICS IN THE MCBRIDE HONORS PROGRAM IN PUBLIC AFFAIRS. 1-6 Semester Hr.

A Special Topics course will be a pilot course in the McBride curriculum or will be offered as an enhancement to regularly-scheduled McBride seminars. Special Topics courses in the McBride curriculum will not be offered more than twice. Variable credit: 1 - 6 semester hours. Repeatable for credit under different titles.

HNRS499. INDEPENDENT STUDY. 1-6 Semester Hr.

Under special circumstances, a McBride student may use this course number to register for an independent study project which substitutes for or enhances the regularly-scheduled McBride curriculum seminars. Variable credit: 1 - 6 semester hours. Repeatable for credit.

MAED262. K-12 FIELD EXPERIENCE AND BUILDING STUDENT RELATIONSHIPS. 1.0 Semester Hr.

This course is designed to provide Mines students with opportunities to participate in, analyze, and reflect on issues in a mathematics or computer science K-12 school classroom setting. The overall goal is for Mines students to understand who their students are, build relationships, and begin exploring learner development and learner differences. Specifically, the course will focus on developing Mines students? ability to identify and practice basic classroom management, differentiate instruction, ask probing questions, mathematics or computer 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 student?s assigned partner school.

MAED405. MATHEMATICAL PRACTICES AND THE SOCIAL CONTEXT OF MATHEMATICS. 3.0 Semester Hrs.

This course provides teacher candidates an opportunity to develop the skills to promote students mathematical identity and their understanding of mathematical practices and processes - mathematics is a community of inquiry-as articulated in the Colorado Academic Standards and Common Core. These skills will be modeled, practiced and mastered in the context of authentic mathematical practices (eg. the formation of the quadratic equation through maximization of orange production). Teacher candidates will engage as learners, reflect as practitioners, and finally develop their own 3-day mini-unit. To promote candidates awareness of the social context of mathematics, candidates will explore the historical development of content and perspectives from diverse cultures. In addition this course will prepare students to be able to communicate effectively in a variety of mediums (written, oral, and digital) as educators about mathematical processes and practices.

MAED425. PRE-ALGEBRA AND ALGEBRA TEACHING TECHNIQUES. 3.0 Semester Hrs.

In this course teacher candidates will be exposed to evidence-based instructional practices to support students learning of pre-algebra and algebra and model meaningful learning opportunities, common misconceptions and ways of thinking, and students learning progressions (i.e., content trajectory). The goal of this course is for teacher candidates is to develop an awareness of 1) the common misconceptions and learning progressions associated with pre-algebra and algebra; 2) students learning progressions in pre-algebra and algebra, and 3) evidence-based and meaningful instructional strategies for pre-algebra and algebra. The teacher candidate analyzes conceptual algebra underpinnings, common misconceptions, and students' ways of thinking to create opportunities to learn.

MAED435. COMPUTER SCIENCE TEACHING TECHNIQUES. 3.0 Semester Hrs.

This course provides teacher candidates an opportunity to develop the skills to promote students' computer science (CS) identity and their understanding of CS practices and processes - including computational thinking - as articulated in (1) the Computer Science Teachers Association and (2) the Colorado Academic Standards. These skills will be modeled, practiced and mastered in the context of authentic CS practices (e.g., the development of websites and computer programs that analyze datasets). Teacher candidates will engage as learners, reflect as practitioners, and finally develop their own 3-day mini-unit. To promote candidates' awareness of the social and ethical context of CS, candidates will explore the historical development of content and perspectives from diverse cultures. In addition, this course will prepare students to be able to communicate effectively in a variety of mediums (written, oral, and digital) as educators about CS concepts, processes, and practices. Prerequisite: CSCI101, CSCI261.

MAED464. CAPSTONE CURRICULUM DESIGN I. 3.0 Semester Hrs.

This course provides Mines students an intensive teaching experience in a K-12 mathematics or computer science 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. 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 students 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). Prerequisite: MAED262, SCED333, SCED363, MAED405, MAED425 or MAED435 with a grade of C or higher.

MAED465. CAPSTONE CURRICULUM DESIGN II. 6-12 Semester Hr.

This course provides Mines students an intensive teaching experience in a K-12 mathematics or computer science 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. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is a 32-hour per credit hour enrolled field experience requirement in the students assigned partner school. During this semester, the student will be responsible for planning and teaching at least five periods of classroom instruction for each 3 credit hours enrolled 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). Prerequisite: MAED464 with a grade of C or higher.

MAED505. MATHEMATICAL PRACTICES AND THE SOCIAL CONTEXT OF MATHEMATICS. 3.0 Semester Hrs.

n/a.

MAED525. PRE-ALGEBRA AND ALGEBRA TEACHING TECHNIQUES. 3.0 Semester Hrs.

In this course teacher candidates will be exposed to evidence-based instructional practices to support students? learning of pre-algebra and algebra and model meaningful learning opportunities, common misconceptions and ways of thinking, and students? learning progressions (i.e., content trajectory). The goal of this course is for teacher candidates is to develop an awareness of 1) the common misconceptions and learning progressions associated with pre-algebra and algebra; 2) students learning progressions in pre-algebra and algebra, and 3) evidence-based and meaningful instructional strategies for pre-algebra and algebra. The teacher candidate analyzes conceptual algebra underpinnings, common misconceptions, and students' ways of thinking to create opportunities to learn.

MAED535. COMPUTER SCIENCE TEACHING TECHNIQUES. 3.0 Semester Hrs.

This course provides teacher candidates an opportunity to develop the skills to promote students? computer science (CS) identity and their understanding of CS practices and processes ? including computational thinking ? as articulated in (1) the Computer Science Teachers Association and (2) the Colorado Academic Standards. These skills will be modeled, practiced and mastered in the context of authentic CS practices (e.g., the development of websites and computer programs that analyze datasets). Teacher candidates will engage as learners, reflect as practitioners, and finally develop their own 3-day mini-unit. To promote candidates? awareness of the social and ethical context of CS, candidates will explore the historical development of content and perspectives from diverse cultures. In addition, this course will prepare students to be able to communicate effectively in a variety of mediums (written, oral, and digital) as educators about CS concepts, processes, and practices. Prerequisites: CSCI101, CSCI260.

MAED562. K-12 FIELD EXPERIENCE AND BUILDING STUDENT RELATIONSHIPS. 1-3 Semester Hr.

This course is designed to provide Mines students with opportunities to participate in, analyze, and reflect on issues in a mathematics or computer science K-12 school classroom setting. The overall goal is for Mines students to understand who their students are, build relationships, and begin exploring learner development and learner differences. Specifically, the course will focus on developing Mines students? ability to identify and practice basic classroom management, differentiate instruction, ask probing questions, mathematics or computer 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 student?s assigned partner school.

MAED564. CAPSTONE CURRICULUM DESIGN I. 3.0 Semester Hrs.

This course provides Mines students an intensive teaching experience in a K-12 mathematics or computer science 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. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is an approximately 6 hours per week (100-hours total) 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). Prerequisites: Completion of MAED562, SCED533, SCED563, MAED505 and MAED525 or MAED535 with a grade of B- or higher in each course.

MAED565. CAPSTONE CURRICULUM DESIGN II. 6-12 Semester Hr.

This course provides Mines students an intensive teaching experience in a K-12 mathematics or computer science 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. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is a 2 hours per week (32-hours total) per credit hour enrolled 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 for each 3 credit hours enrolled 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).

SCED262. K-12 FIELD EXPERIENCE AND BUILDING STUDENT RELATIONSHIPS. 1-3 Semester Hr.

This course is designed to provide Mines students with opportunities to participate in, analyze, and reflect on issues in a science K-12 school classroom setting. The overall goal is for Mines students to understand who their students are, build relationships, and begin exploring learner development and learner differences. Specifically, the course will focus on developing Mines students ability to identify and practice basic classroom management, differentiate instruction, ask 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 students assigned partner school.

SCED333. EDUCATIONAL PSYCHOLOGY AND ASSESSMENT. 3.0 Semester Hrs.

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.

SCED363. DYNAMIC TEACHING: MOTIVATION, CLASSROOM MANAGEMENT, AND DIFFERENTIATION OF INSTRUCTION. 3.0 Semester Hrs.

Effective teaching is a dynamic process that requires the instructor to motivate, manage, and vary instruction for all learners in the classroom. 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.

SCED398. SPECIAL TOPICS. 6.0 Semester Hrs.

Pilot course or special topics course. Topics chosen from special interests of instructor(s) and student(s). Usually the course is offered only once, but no more than twice for the same course content. Variable credit: 0 to 6 credit hours. Repeatable for credit under different titles.

SCED415. SCIENTIFIC PRACTICES VS ENGINEERING DESIGN AND THE NATURE OF SCIENCE. 3.0 Semester Hrs.

The goal of this course is to prepare students to integrate knowledge of scientific and engineering practices into their teaching as articulated in the Colorado Academic Standards and the Next Generation Science Standards, including asking questions, defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, obtaining, evaluating and communicating information. These skills will be modeled, practiced and mastered in the context of science, specifically: 1) earthquakes and waves, 2) mitosis, meiosis, and reproduction, 4) periodic table of the elements, 5) energy conservation, and 6) forces in static equilibrium. In addition this course will prepare students to be able to communicate effectively in a variety of mediums (written, oral, and digital) as educators about scientific and engineering practices.

SCED445. PHYSICS AND CHEMISTRY TEACHING TECHNIQUES. 3.0 Semester Hrs.

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.

SCED464. CAPSTONE CURRICULUM DESIGN I. 3.0 Semester Hrs.

This course provides Mines students an intensive 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. 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 students 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). Prerequisite: SCED262, SCED333, SCED363, SCED415, SCED445 with a grade of C or higher.

SCED465. CAPSTONE CURRICULUM DESIGN II. 6-12 Semester Hr.

This course provides Mines students 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. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is a 32-hour per credit hour enrolled field experience requirement in the students assigned partner school. During this semester, the student will be responsible for planning and teaching at least five periods of classroom instruction for each 3 credit hours enrolled as well as participate in other school related professional roles and will develop a work sample (unit of instruction including: description of setting, learning objectives, three class periods or more of standards-based lesson plans, pre/post assessment, and reflection). Prerequisite: SCED464 with a grade of C or higher.

SCED515. SCIENTIFIC PRACTICES VS ENGINEERING DESIGN AND THE NATURE OF SCIENTIFIC KNOWLEDGE. 3.0 Semester Hrs.

The goal of this course is to prepare students to integrate knowledge of scientific and engineering practices into their teaching as articulated in the Colorado Academic Standards and the Next Generation Science Standards, including asking questions, defining problems, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, obtaining, evaluating and communicating information. These skills will be modeled, practiced and mastered in the context of science, specifically: 1) earthquakes and waves, 2) mitosis, meiosis, and reproduction, 4) periodic table of the elements, 5) energy conservation, and 6) forces in static equilibrium. In addition this course will prepare students to be able to communicate effectively in a variety of mediums (written, oral, and digital) as educators about scientific and engineering practices.

SCED533. EDUCATIONAL PSYCHOLOGY AND ASSESSMENT. 3.0 Semester Hrs.

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.

SCED545. PHYSICS AND CHEMISTRY TEACHING TECHNIQUES. 3.0 Semester Hrs.

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.

SCED562. K-12 FIELD EXPERIENCE AND BUILDING STUDENT RELATIONSHIPS. 1-3 Semester Hr.

This course is designed to provide Mines students with opportunities to participate in, analyze, and reflect on issues in a science K-12 school classroom setting. The overall goal is for Mines students to understand who their students are, build relationships, and begin exploring learner development and learner differences. Specifically, the course will focus on developing Mines students? ability to identify and practice basic classroom management, differentiate instruction, ask 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 student?s assigned partner school.

SCED563. DYNAMIC TEACHING: MOTIVATION, CLASSROOM MANAGEMENT, AND DIFFERENTIATION OF INSTRUCTION. 3.0 Semester Hrs.

Effective teaching is a dynamic process that requires the instructor to motivate, manage, and vary instruction for all learners in the classroom. 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.

SCED564. CAPSTONE CURRICULUM DESIGN I. 3.0 Semester Hrs.

This course provides Mines students an intensive 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. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is an approximately 6 hours per week (100-hours total) 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).

SCED565. CAPSTONE CURRICULUM DESIGN II. 6-12 Semester Hr.

This course provides Mines students 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. In addition to a total of 15 hours of seminars (on campus and teacher professional development), there is a 32-hour per credit hour enrolled 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 for each 3 credit hours enrolled as well as participate in other school related professional roles and will develop a work sample (unit of instruction including: description of setting, learning objectives, three class periods or more of standards-based lesson plans, pre/post assessment, and reflection).