Explores the intersection of developmental psychology and learning theories from early childhood through adolescence. Across the course, the focus is on understanding how development milestones facilitate learning and what teachers can do to cultivate students’ skills and identities as learners. Drawing from contemporary works in cognitive and social development, special education, and the learning sciences, this course connects theory to educational practice both in and out of formal classrooms. It is strongly recommended students take this course after ED260 or equivalent research methods course. General Education: Society and Human Behavior. Prerequisite: Education 101 and one of the following: Education 210, Education 211, Education 218, Education 222, Education 225, Education 235, or Education 255. (Meets the Critical Learning: SHB requirement.) 1 unit - Arias, Whitaker.

In this course, students will frame, design, and conduct a large-scale, mixed-methods research study on K-12 education policy. Applying foundational theories from critical qualitative educational research, economic theory, and quantitative causal inference, students will examine contemporary issues facing educational institutions in the United States. Students will examine firsthand how businesses and schools interact to create and prohibit equal opportunities for education while examining education as a political and economic institution. Together, we will engage in important disciplinary boundary-crossing to define research questions and study problems in order to find solutions that can move educational policy-making toward equity.

xplores the intersection of developmental psychology and learning theories from early childhood through adolescence. Across the course, the focus is on understanding how development milestones facilitate learning and what teachers can do to cultivate students’ skills and identities as learners. Drawing from contemporary works in cognitive and social development, special education, and the learning sciences, this course connects theory to educational practice both in and out of formal classrooms. It is strongly recommended students take this course after ED260 or equivalent research methods course. General Education: Society and Human Behavior. Prerequisite: Education 101 and one of the following: Education 210, Education 211, Education 218, Education 222, Education 225, Education 235, or Education 255. (Meets the Critical Learning: SHB requirement.) 1 unit - Arias, Whitaker.

This course introduces students to the norms, values, routines, policies and relationships that form the classroom culture in a public school classroom. Students complete at least 30 hours of practicum experiences in cooperation with local school personnel in the Colorado Springs area. Responsibilities vary according to the needs of the school, but emphasis is on individualized help to K-12 students. Coursework explores educational theories and learning environment design and compares and contrasts instructional strategies. Practicum experiences converge with course content to examine the influence of classroom culture on student learning. (Meets the Critical Learning: SHB requirement.) 1 unit - Coomer, Valtierra.

This course introduces students to theories, applications, and issues related to teaching English as a Second Language (ESL) and English Language Learners (ELL). Students read second language acquisition theory and learn strategies for working with diverse populations and for making content area lessons accessible to ESL/ELL students. The course includes a field observation practicum component. 1 unit - Walter.

This course introduces students to the norms, values, routines, policies and relationships that form the classroom culture in a public school classroom. Students complete at least 30 hours of practicum experiences in cooperation with local school personnel in the Colorado Springs area. Responsibilities vary according to the needs of the school, but emphasis is on individualized help to K-12 students. Coursework explores educational theories and learning environment design and compares and contrasts instructional strategies. Practicum experiences converge with course content to examine the influence of classroom culture on student learning. (Meets the Critical Learning: SHB requirement.) 1 unit - Coomer, Valtierra.