Update skills and knowledge of professionals in the discipline. Goals and objectives will be specifically directed at individual professional enhancement rather than the acquisition of general discipline knowledge or methodologies. S/U or letter graded. Repeatable, under different subtitles.
Apply and use physics concepts and laws to understand modern medical techniques. Develop lessons to integrate physics, as it relates to medicine, into other courses.
Emphasizes formation of a "safety culture" in science and/or art. Federal and state regulations are covered. Course product is a safety manual for the laboratory or studio.
Graduates only. Understanding of general chemistry is highly recommended. Examination of chemistry topics with real-world applications. Methods for the use of skills and themes in chemistry to encourage higher-level thinking in students in the high-school setting.
(3 lecture, 2 laboratory) Prerequisite: CHEM 111 and CHEM 112 or consent of instructor. The emphasis of this course is on how to teach chemistry concepts within the context of the kitchen, medicine cabinet, household cleaning, and the garden. No credit for Chemistry M.S. or Chemical Education Ph.D.
(Laboratory). Become familiar with professional responsibilities of teaching science and provide entry level operational knowledge of instructional strategies, techniques, materials, and technology available along with required science content. Students lead discussions and teaching situations.
Co-requisite: EDFE 554. Prerequisite to student teaching. Consider curriculum and classroom organization, testing and evaluation, procedures and materials, relationship of subject area to total secondary program, emphasizing teaching techniques and of technology use. Students will lead discussions and teaching situations.
Students will explore historical and theoretical aspects of environmental education which creates a context to inform their development as practicing environmental educators.
Prepares students to use best practices in planning and designing environmental education programs and curricula. Students revise and/or develop an environmental education program for their final project.
Provides an overview of the principles and skills required to teach non-formal and informal education with an adult/community education perspective.
Prerequisite: BIO 110. Explores use of scientific "controversies" as a teaching strategy to understand the nature of science. Empirical evidences supporting major biological concepts are integrated with pedagogical strategies.
This course is an in-depth study of cell biology. Emphasis will be placed on cell structure, cell signaling/regulation, and cellular division/growth. in addition, students will explore effective teaching strategies to facilitate the learning of cell biology at secondary school level.
Prerequisite: BIO 100 or BIO 110 or consent of instructor. Masters only. Teachers understand evidence that supports ecology and evolution as unifying concepts in biology. Biological concepts are integrated with pedagogical strategies appropriate for teaching at secondary level.
Designed for teachers. Study laws of heredity, molecular structure and function of genes, and emerging genetic technologies. Genetic concepts are integrated with pedagogical strategies appropriate for teaching genetic principles.
(2 lecture, 2 laboratory) Prerequisite: Application for Graduate Licensure Admission to PTEP. Develop a knowledge of objectives, methods and materials needed for teaching a functional elementary science program. Laboratory activities included. Course fee required.
Students will explore and define the elements of inquiry in P-16 science education from the perspective of teaching with inquiry, ability to do inquiry, and as part of science content.
An online course focusing on Colorado water resources and environmental issues in an Earth Systems context. Applications to societal issues and inquiry learning are emphasized.