2020-2021 Undergraduate Catalog [ARCHIVED CATALOG]
Course Descriptions
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This section of the Catalog includes course descriptions, listed alphabetically by discipline. The descriptions provide information on course numbers, titles, the level of instruction, credit, course sequence, content, and prerequisites as shown in the following example:
CHE 2100 Introduction to Organic and Biological Chemistry
Credits: 5
Prerequisite: CHE 1100
Description: A study of the elements of organic and biological chemistry. This course satisfies requirements for nursing programs and other fields requiring a survey of organic and biological chemistry.
The first two to four letters, called the course subject code, represent the area of study or discipline, e.g., CHE represents chemistry. The course number follows the course subject code, e.g., 2100. The first digit in a four-digit course number designates the level of instruction. Only courses numbered 1000 or above will be included in credits toward a degree. Courses with numbers up to and including 1999 are primarily for freshmen, 2000 through 2999 primarily for sophomores, 3000 through 3999 primarily for juniors, and 4000 through 4999 primarily for seniors. In general, students should not take courses above the level of their class (based upon semester hours earned), but they may do so at one level above if they have the specified prerequisites. In special cases, students may be permitted to take courses more than one level above that designated for their class if they obtain the permission of their advisor and of the faculty member teaching the course and if they meet the prerequisite requirements. Course descriptions provide a summary of the content of the course. If a prerequisite must be met before a student can register for a course, this information is listed above the course description. Attributes, such as Multicultural, General Studies, or Guaranteed Transfer, are listed after the course description. A list of courses being offered in a given semester, instructors, class meeting times, and locations is described in the Class Schedule.
Types of Courses
- Regular courses appear in this section of the University Catalog and are offered on a regular basis.
- Independent study courses provide students the opportunity to pursue in-depth study of a topic of special interest. Independent study courses are specified as 498_ and include an alpha character in the course number. Independent study courses are published in the Class Schedule.
- Special topics or omnibus courses are temporary courses that are not listed in the Catalog. They may be used to pilot-test a course, present a special topic, or provide a unique, experiential-learning opportunity. Omnibus courses use a specified range of course numbers: 190_, 290_, 390_, 490_ and include an alpha character in the course number. Omnibus courses are published in the Class Schedule.
- Variable topics courses allow courses of varying titles under an overall theme or “umbrella” course. Variable topic courses include an alpha character in the course number and are published in the Class Schedule.
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Secondary Education |
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EDS 1001 - Educational (In)Equality in the 21st Century
Credits: 3
Description: The purpose of this course is to introduce historical, sociological, and cultural principles that account for school experiences of diverse groups in public education. Students learn how issues of multicultural education interact with communities and schools. Students examine issues of race, class, gender, sexuality, ability, language, and the intersections between these categories in educational settings. This course includes a service learning component in which students apply the material from class in an educational setting and critically reflect on their service experience.
Note: Some sections of this course may be taught as Service Learning.
Course Revised August 12, 2020
General Studies: Social and Behavioral Sciences
Guaranteed Transfer: GT-SS3
University Requirement(s): Multicultural
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EDS 2680 - Portfolio Development Workshop
Credits: 1
Description: Students learn to identify, analyze, discuss, and document learning gained through experience. Students integrate prior experiential learning with current educational needs and goals. Basic principles of adult learning and developmental theory are introduced as they apply to the student’s experience. Students will prepare a prior-learning portfolio. Those who are interested may develop this portfolio into an application for credit for prior learning.
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EDS 3000 - Education, Culture & Politics: A Puerto Rican Perspective
Credits: 3
Description: This course focuses on the history, culture, educational and political systems of the island of Puerto Rico. Several class sessions will be held in Denver to discuss the before mentioned issues. The study abroad trip to Puerto Rico will include visiting and observing K-12 schools (public, private, urban and rural) to gain an understanding of the offerings, philosophies of education, accessibility and/or diversity issues at said schools. The influence of politics will also be highlighted as one of the connecting threads of the life and culture of Puerto Rico.
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EDS 3130 - Foundations of Educational Psychology and Philosophy
Credits: 4
Prerequisite(s): Satisfactory completion of General Studies requirements in Social and Behavioral Sciences I; at least sophomore status
Corequisite(s): EDS 3140
Description: Teacher candidates in this course will explore psychological and philosophical theories of education as they apply to secondary classrooms. Candidates will investigate four questions essential to future teachers: 1) Why do we have schooling? 2) How do people learn? 3) Who decides what and how students are taught? and 4) What do teachers do? Candidates address these questions by making connections between the fields of developmental psychology, educational philosophy, social policy, and school governance. Teacher candidates will demonstrate their understanding of these essential questions by articulating their educational philosophy and creating learning designs grounded in theory and best practices. This course -informed by current research on cognition, motivation, and culture -is designed to promote a deeper understanding of the rewards and challenges associated with becoming an effective teacher. Finally, this course requires concurrent enrollment in EDS 3140, a 60-hour field experience in a diverse middle or high school where candidates are prompted to apply these theories within classroom settings.
General Studies: Social and Behavioral Sciences
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EDS 3140 - First Field Experience in Secondary Education
Credits: 1
Prerequisite(s): Completion of General Studies requirements in Written Communication, Oral Communication, and Quantitative Literacy; and sophomore standing.
Corequisite(s): EDS 3130
Description: This course provides the teacher candidate with an opportunity to apply theory to practice in order to make appropriate decisions in multicultural urban secondary schools under the guidance of an experienced classroom teacher. During this sixty-hour field placement, teacher candidates are introduced to practices of schooling. They complete projects and performance tasks demonstrating developing proficiency toward performance-Based Standards for Colorado Teachers.
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EDS 3150 - Issues in Multicultural Education in Urban Secondary Schools
Credits: 3
Prerequisite(s) or Corequisite(s): EDS 3140 or EDS 3240 or MUS 3351
Description: This course develops cultural awareness and a multicultural framework for viewing classroom interactions and curricula. It addresses racial and ethnic inequality and social stratification as primary lenses for understanding and analyzing the socially constructed concepts related to human diversity (race, ability, age, ethnicity, gender identity/expression, religion, sexual orientation, and socioeconomic status) and the relationship of these social constructs to the school setting. Emphasis is placed on the roles teachers as decisionmakers play in meeting educational needs of learners from diverse backgrounds. Teacher candidates will examine values, beliefs, traditions, identities and contributions of African Americans, Asian Americans, Hispanic Americans, and/or Native Americans. This course requires previously completion of or concurrent enrollment in a field experience: EDS 3140, EDS 3240, or MUS 3351.
General Studies: Social and Behavioral Sciences
University Requirement(s): Multicultural
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EDS 3200 - Educational Psychology Applied to Teaching
Credits: 3
Prerequisite(s): EDS 3110 and EDS 3120, or permission of instructor; and completion of General Studies requirements in Written Communication, Oral Communication, and Quantitative Literacy.
Description: This course provides an emphasis on making appropriate decisions to meet the developmental needs of diverse children, with special focus on children in middle and high school. The teacher candidate develops professional teaching skills needed to establish an effective classroom group and to integrate participation of other school professionals and parents in meeting student needs. Students apply theory to educational practice as they investigate psychosocial, cognitive, and moral development; student characteristics; assessment; learning theories; student motivation; and classroom management.
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EDS 3210 - Classroom Management, Planning, and Assessment in Secondary Schools
Credits: 3
Prerequisite(s): EDS 3130, EDS 3140
Corequisite(s): EDS 3240
Prerequisite(s) or Corequisite(s): EDS 3150
Description: Teacher candidates synthesize content knowledge, educational theories and pedagogy into standards-based instruction. An Assessment Cycle approach is used to develop an outcomes-based model of teaching and learning. Teacher candidates plan lessons and units integrating Colorado’s Model Content Standards in their endorsement areas, integrating literacy, mathematics, and technology. They investigate a variety of approaches to classroom management and learn to differentiate instruction to meet the needs of diverse groups of learners.
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EDS 3240 - Field Experience: Classroom Management, Planning and Assessment in Secondary Schools
Credits: 1
Prerequisite(s): EDS 3130, EDS 3140
Corequisite(s): EDS 3210
Description: This course integrates content knowledge, educational theories and pedagogy in a 60-hour, standards-based field experience in a secondary school. Field placements are arranged by education faculty. Teacher candidates apply the principles of teaching and classroom management in making appropriate decisions for diverse learners. This course requires concurrent enrollment in EDS 3210.
Note: Some sections of this course may be taught as Service Learning.
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EDS 3280 - Disciplinary Literacy in Culturally and Linguistically Diverse Schools
Credits: 3
Prerequisite(s): EDS 3130 and EDS 3140 (or ARTE 3601); EDS 3150; EDS 3210 and EDS 3240 (or PETE 3400 and 3410; or PETE 3500 and 3510; or MUS 3351; or MUS 4361; or ARTE 4202; or ARTE 4203)
Description: This course brings together future teachers of various secondary education academic disciplines, grade levels, and backgrounds to explore disciplinary literacy and the teaching of literacy and language acquisition in K-12 classrooms, and to consolidate their learning throughout the licensure program. Students will learn about the role of language, specifically the literacy practices of reading, writing, speaking, listening, thinking, visualizing, and representing to gain content knowledge across academic disciplines in culturally and linguistically diverse schools, as well as a hands-on, student-centered approach to prepare teachers who actively promote justice through diversity, equity and inclusion.
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EDS 3960 - Field Experience in Teaching Science in Secondary Schools
Credits: 1
Prerequisite(s): EDS 3210, EDS 3240
Corequisite(s): SCI 3950
Description: This 60-hour field experience provides opportunities to develop teacher candidates’ professional and pedagogical skills in a science classroom. In coordination with the classroom teacher, teacher candidates design and implement science content lessons, prepare for and supervise laboratory investigations, and adjust science instruction for students with diverse needs. Course assignments and evaluations are designed to help teacher candidates become reflective practitioners. Field placements will be arranged by MSU Denver faculty in collaboration with local schools.
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EDS 4010 - Action Research within Communities of Practice
Credits: 3
Prerequisite(s): Senior Standing or permission of department
Description: In this senior experience course, students will have opportunities to synthesize the knowledge, skills, and theoretical constructs learned throughout their undergraduate studies. Students will design an action research project relevant to their field of study, discipline, and/or profession. The course requires students to identify applicable research topics, formulate research questions, analyze the quality and credibility of research, synthesize research to develop and organize a literature review, select appropriate research designs and methods, and develop a research proposal aligned with the elements and requirements outlined by MSU Denver’s IRB process and Human Subjects Protection Program. Students will have the opportunity to present and discuss their research proposals to demonstrate developed expertise.
University Requirement(s): Senior Experience
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EDS 4290 - Student Teaching and Seminar: Secondary 7-12
Credits: 6,12
Prerequisite(s): Completion of all requirements of the teaching major and the Secondary Education Program; initial sign-off on program requirements (e.g., teacher work sample/portfolio) by faculty advisor
Description: This is a supervised, full-time, 16-week student teaching experience in an accredited public or private secondary school, providing increasing responsibility for the instruction, assessment, and supervision of an identified group of learners, 7-12 grade levels. Regularly scheduled observations and 10 hours of seminars conducted by an appointed college supervisor are part of the student-teaching requirement. Teacher candidates must complete a teacher work sample and be rated as proficient in all Performance-Based Standards for Colorado Teachers to receive MSU Denver’s recommendation for teacher licensure.
Note: Students enrolled for 12 credits spend 16 weeks full-time in a single placement. Only students needing two student-teaching placements and seeking K-12 special education, linguistically diverse or second endorsement enroll for EDS 4290 for 6 credits and spend 8 weeks full-time in the EDS 4290 placement.
University Requirement(s): Senior Experience
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