Courses
Teach@Mines offers courses, advising, and certification pathways to help you explore the teaching profession.
We offer these courses for students to both try out teaching and to prepare to teach (K-12 or college). A person can start on this path at any point in their Mines career as an undergraduate or graduate student or as a Mine’s alumni. The earlier you begin, the more flexibility you have. Go here to learn more about K-12 licensure.
Fall 2023 COURSES
SCED262/SCED562 – K-12 FIELD EXPERIENCE & BUILDING STUDENT RELATIONSHIPS
1-3 credits – Tuesday 5:30 – 6:20 PM
This course is the ideal way to try out teaching
Assist in a classroom alongside an experienced mentor teacher. Requirements include a total of 25 hours in the classroom and a 50-minute weekly seminar. Repeatable.
*Classroom hours are work-study eligible. See below for details!
This course is designed to provide Mines students with opportunities to participate in, analyze, and reflect on issues in a science secondary classroom setting. The overall goal is for Mines students to understand who their K-12 students are and how they learn, including learner development and learner differences. Specifically, the course will focus on developing Mines students’ ability to identify and practice basic classroom management, differentiated instruction, asking 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 assigned partner school.
- Paid, professional Internship
- Explore the teaching profession via SCED 262 (1 cr) (repeatable)
- $12.75/hour for hours in a K-12 classroom (you choose grade level)
- 2-10 hours per week in a classroom plus 50 min seminar/week
- Apply through DiggerNet
- “Grade 7-12 teaching assistant”
- Announced to T@M email list when applications are live
SCED333/SCED533 – EDUCATIONAL PSYCHOLOGY AND ASSESSMENT
3 credits – Tuesday 5:00 – 6:15 PM & 6:30 – 7:45 PM
This course is designed to prepare students for either college or high school teaching.
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/SCED563 – DYNAMIC TEACHING: Motivation, Classroom Mngt., Differentiation of Inst.
3 credits – Monday 5:30-7:30PM Online
Dynamic Teaching: Motivation, Classroom Management, and Differentiation of Instruction
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.
MAED425/MAED525 – PRE-ALGEBRA AND ALGEBRA TEACHING TECHNIQUES
3 credits – Thursday 5:30-8:00PM
This course presents those interested in teaching with techniques for engaging students with mathematics. We will dive into the research on student learning of mathematics as well as cognitive science to better understand how to entice students to wonder and ask questions about the very topics that you as a mathematician are passionate about. After each unit of instruction, students will reflect on the practices and technology used during the unit and why these are effective techniques for teaching mathematics. The goal of this course is for teacher candidates to develop an awareness of (1) importance of and techniques for placing all content within a context that is familiar to and interesting to your specific student body; (2) the common misconceptions and learning progressions associated with pre-algebra and algebra; and (3) evidence-based and meaningful teaching strategies for teaching mathematics. This course has been approved to count towards the Teaching Minor, the STEM Teaching focus area in the BS in Engineering, and the MS in STEM Education.
SCED445/SCED545 – PHYSICS AND CHEMISTRY TEACHING TECHNIQUES
3 credits – Thursday 5:30-8:00PM
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/SCED564 & MAED464/MAED564 – CAPSTONE CURRICULUM DESIGN I – PRACTICUM
3 credits – Arranged With Instructor
Capstone Curriculum Design
This course provides Mines students an intensive teaching experience in a K-12 science, engineering, or STEM classroom. (mathematics or computer science for MAED464) 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 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).
MAED498/MAED598 – COMPUTER SCIENCE PRACTICES & TECHNOLOGICAL IMPACTS ON SOCIETY
3 credits – Wednesday 5:30 – 8:00 PM
This class allows students to explore current industry computer science practices and the technological impacts on society (eg. how big tech’s obsession with optimization and efficiency has sacrificed fundamental human values). The course will also prepare students to integrate these topics into their teaching consistent with the Colorado Academic Standards. These skills will be modeled, practiced, and mastered in the context of computer science. 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 current industry computer science practices and the impact of technology on society.
MAED565 – CAPSTONE CURRICULUM DESIGN II – STUDENT TEACHING
3 credits – Arranged With Instructor
Caption Curriculum Design II
Student Teaching provides 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. There is a 400-600 hour field experience requirement in the student’s assigned partner school. During this semester, the student will be expected to assume full-time teaching responsibility for at least five weeks as well as participate in other school related professional roles. The student teacher will also develop a full work sample (unit of instruction including: description of setting, learning objectives, two – three weeks of standards-based lesson plans, pre/post assessment, and reflection). This course has been approved to count towards the Teaching Minor, the STEM Teaching focus area of the BS in Engineering, and the MS in STEM Education.
Past Offerings
- Spring 2023 Courses
- Fall 2022 Courses
- Spring 2022 Courses
- Fall 2021 Courses
- Spring 2021 Courses
- Spring 2020 Courses
- Fall 2020 Courses
SCED262/SCED562 – K-12 Field Experience
1-3 credits – Tuesday 5:30-6:20PM
This course is the ideal way to try out teaching
Assist in a classroom alongside an experienced mentor teacher. Requirements include a total of 25 hours in the classroom and a 50-minute weekly seminar. Repeatable.
*Classroom hours are work-study eligible. See below for details!
This course is designed to provide Mines students with opportunities to participate in, analyze, and reflect on issues in a science secondary classroom setting. The overall goal is for Mines students to understand who their K-12 students are and how they learn, including learner development and learner differences. Specifically, the course will focus on developing Mines students’ ability to identify and practice basic classroom management, differentiated instruction, asking 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 assigned partner school.
SCED333/SCED533 – Educational Psychology and Assessment
3 credits – Tuesday 6:30-7:45PM
This course is designed to prepare students for either college or high school teaching.
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/SCED563 – Dynamic Teaching
3 credits – Monday 5:30-8:00PM Online
Dynamic Teaching: Motivation, Classroom Management, and Differentiation of Instruction
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.
SCED415/SCED515 – Scientific Practices vs. Engineering Design
3 credit – Thursday 5:30-8:00PM
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.
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.
MAED435/MAED535 – Computer Science Teaching Techniques
3 credits – Wednesday 5:30-8:00PM
Computer Science Teaching Techniques
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.
SCED464/SCED564 & MAED464/MAED564 – Capstone Curriculum Design I (AKA Practicum)
3 credits – Arranged With Instructor
Capstone Curriculum Design
This course provides Mines students an intensive teaching experience in a K-12 science, engineering, or STEM classroom. (mathematics or computer science for MAED464) 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 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).
SCED262/SCED598C – K-12 Field Experience
1-3 credits
This course is the ideal way to try out teaching.
Assist in a classroom alongside an experienced mentor teacher. Requirements include a total of 25 hours in the classroom and a 50 minute weekly seminar. Repeatable.
*Classroom hours are work-study eligible. See below for details!
This course is designed to provide Mines students with opportunities to participate in, analyze, and reflect on issues in a science secondary classroom setting. The overall goal is for Mines students to understand who their K-12 students are and how they learn, including learner development and learner differences. Specifically, the course will focus on developing Mines students’ ability to identify and practice basic classroom management, differentiated instruction, asking 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 assigned partner school.
SCED333/SCED598A – Educational Psychology and Assessment
3 credits Monday 6-7:15PM
This course is designed to prepare students for either college or high school teaching.
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/SCED598B – Dynamic Teaching
3 credits Monday 6:00-7:15PM Online
Dynamic Teaching: Motivation, Classroom Management, and Differentiation of Instruction
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.
SCED445/SCED598C – Physics and Chemistry Teaching Techniques
3 credits Tuesday 5:30-8:00PM
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.
SCED/MAED464 – Capstone Curriculum Design
3 credits
Capstone Curriculum Design
This course provides Mines students an intensive teaching experience in a K-12 science, engineering, or STEM classroom. (mathematics or computer science for MAED464) 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 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).
SCED 262 – K-12 Field Experience
1-3 credits
This course is the ideal way to try out teaching.
Assist in a classroom alongside an experienced mentor teacher. Requirements include a total of 25 hours in the classroom and a 50 minute weekly seminar. Repeatable.
Classroom hours are work-study eligible.
SCED398 – DYNAMIC TEACHING
3 credits
Motivation, Classroom Management, and Differentiation of Instruction
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.
MAED435 – Computer Science Teaching Techniques
3 credits
Computer Science Teaching Techniques
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).
SCED/MAED464 – Capstone Curriculum Design
3 credits
Capstone Curriculum Design
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 student’s assigned partner school.
SCED 262 – K-12 Field Experience
1 credit
This course is the ideal way to try out teaching.
Assist in a classroom alongside an experienced mentor teacher. Requirements include a total of 25 hours in the classroom and a 50 minute weekly seminar. Repeatable.
Classroom hours are work-study eligible.
SCED 333 – Educational Psychology and Assessment (H&SS Mid-level Elective)
3 credits
This course is designed to prepare students for either college or high school teaching.
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 and know if they succeed.
SCED 415 – Scientific Practices vs. Engineering Design and the Nature of Science
3 credits
The goal of this course is to prepare students to integrate knowledge of the nature of scientific knowledge, scientific practices, and engineering design 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 the nature of scientific knowledge, scientific practices, and engineering design.
SCED398 – DYNAMIC TEACHING
3 credits
Motivation, Classroom Management, and Differentiation of Instruction
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.
SCED/MAED498 – K-12 EARLY FIELD EXPERIENCE
1 credit
This course is the ideal way to try out teaching.
Assist in a classroom alongside an experienced mentor teacher. Requirements include a total of 25 hours in the classroom and a 50 minute weekly seminar Repeatable. Classroom hours are work study eligible.
SYGN398A – K-12 Early Field Experience
1 credit
This course is the ideal way to try out teaching.
Assist in a classroom alongside an experienced mentor teacher. Requirements include a total of 25 hours in the classroom and a 50 minute weekly seminar. Repeatable.
Classroom hours are work-study eligible.
PHGN498/598 – Physics Teaching Techniques
2 credits
This course is designed to prepare students for either college or high school teaching.
Topics include teaching methods for class time, recitation, labs, and homework as well as assessment. We will engage directly with these methods as well as read the literature supporting each.
SYGN398 – EDUCATIONAL PSYCHOLOGY AND ASSESSMENT – MID-LEVEL H&SS ELECTIVE!
3 credits
This course is designed to prepare students for either college or high school teaching.
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 and know if they succeed.
SYGN498 – K-12 EARLY FIELD EXPERIENCE
1 credit
This course is the ideal way to try out teaching.
Assist in a classroom alongside an experienced mentor teacher. Requirements include a total of 25 hours in the classroom and a 50 minute weekly seminar Repeatable. Classroom hours are work study eligible.
See Dawson Lang, a current Teach@mines Student, teaching during Early Field Experience with his Geometry in Construction class at Green Mountain High School.
