• ELED 4400: Methods of Teaching Elementary Social Science (ALPP)

  3.00 Credits

  Utah Tech University (formerly Dixie State University)

  
  Required for all Elementary Education students. This course will introduce methods and strategies for effective instruction in the social studies at the K-8 level. This course examines the national standards (NCSS) as well as, state core curriculum needed to develop the knowledge, skills and attitudes related to teaching social studies in the K-8 schools. This course is designated as an Active Learning Professional Practice (ALPP) course. This course allows students to explore and apply content learned in the course in a professional experience away from the classroom. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Develop awareness of the origins and evolution of the social studies and identify the NCSS standards. 2. Develop both substantive knowledge and procedural knowledge of teaching history, geography, citizenship, media literacy, and current issues. 3. Develop a pedagogical knowledge of how literary genres and technology can build students' knowledge of social studies. 4. Create and use varied assessments to promote student learning of social studies standards. 5. Develop awareness of the role of social studies as a means for participation of youth as contributing members of a social and political democracy. Prerequisites: Admission to the Elementary Education Program. FA, SP
  ShareELED 4400 - Methods of Teaching Elementary Social Science (ALPP)

• ELED 4410: Methods, Strategies & Materials for Language Arts ESL (ALCI)

  3.00 Credits

  Utah Tech University (formerly Dixie State University)

  
  Required for all Elementary Education students. This course partially fulfills the requirement for ESL Endorsement. This course will focus on the instructional strategies and methodologies for English learners in K-8 schools, with an emphasis on meeting the needs of the whole child. Course content will include teaching oral language, literacy skills, academic content, and social and personal development through the integration of language, culture, and content. Teacher candidates will apply their knowledge through identifying research-based practices, strategies, and materials that meet the needs of diverse learners in K-8 classrooms, with emphasis on ELLs. This course is designated as an Active Learning Cultural Immersion (ALCI) course. Students have a unique opportunity to learn another culture as part of the learning objectives of this course. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Analyze classroom curriculum, instructional practices, and physical environment to determine alignment with research-based methodologies and approaches for English learners and contextual factors of mainstream students. 2. Analyze classroom resources, texts, and assessments to determine the extent to which these support English learners and mainstream students. 3. Design and/or select resources, texts, and assessments that supplement gaps in support of English learners and mainstream students. 4. Develop and implement strategies and procedures that are responsive to learners funds of knowledge, that support learners higher order and metacognitive thinking, and that promote a safe and healthy learning environment for all learners. 5. Develop and document future strategies to advocate for oneself, ones students, and for the profession. Prerequisites: Admission to the Elementary Education Program. FA, SP
  ShareELED 4410 - Methods, Strategies & Materials for Language Arts ESL (ALCI)

• ELED 4430: Family/Parent Involvement (ALCI)

  3.00 Credits

  Utah Tech University (formerly Dixie State University)

  
  Required for all Elementary Education and Special Education program students. This course partially fulfills the requirement for the ESL Endorsement and SPED licensure pathways. This course provides teacher candidates with information regarding the role of parents in the public schools and ways to involve parents more fully in their children's learning. This course explores culturally responsive teaching and working with linguistically diverse families, as well as collaborating with families of learners with IEPs, 504 plans, and other exceptional needs. This course will provide students with educational tools and strategies to support family involvement in the academic and emotional development of K-12 students. This course is designated as an Active Learning Cultural Immersion (ALCI) course. Students have a unique opportunity to learn another culture as part of the learning objectives of this course. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Explain the changing context of schooling in the United States, and how these changes are affecting educators' interactions with students, their families, and communities. 2. Demonstrate knowledge of policies that have influenced the education of multilingual learners (MLs) and special education students (SPED), and parents' rights and responsibilities. 3. Discuss ways culture and language influence home-school relationships. Identify barriers to effective parent/school relationships and describe strategies to overcome these barriers. 4. Analyze recent research to learn how families' beliefs, values, and interactions contribute to K-12 students' success in school. 5. Explain the role of educators in connecting the home and school community in order to help all students achieve academically. 6. Demonstrate knowledge of leadership strategies that help forge a sense of co-ownership and connection with all students, their parents/families, and the larger community. Prerequisites: Admission to either the Utah Tech University Elementary Education or Special Education Program, or instructor permission as part of the secondary (SCED) ESL endorsement pathway. FA, SP
  ShareELED 4430 - Family/Parent Involvement (ALCI)

• ELED 4600: Methods/Teaching Elementary Language Arts (ALPP)

  2.00 Credits

  Utah Tech University (formerly Dixie State University)

  
  Required for all Elementary Education students. Teacher candidates will learn and gain an understanding of K-8 language arts concepts, curriculum, and standards at the local, state, and national levels. This course will emphasize pedagogical knowledge of elementary language arts including research-based instruction and assessment strategies in teaching spelling, writing, penmanship, and grammar, with an emphasis on the writing process, writing development, and the writing genres. Teacher candidates will develop pedagogical skills during a field experience in the public schools. This course is designated as an Active Learning Professional Practice (ALPP) course. This course allows students to explore and apply content learned in the course in a professional experience away from the classroom. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Analyze and respond to the use of a variety of assessments, both formal and informal, to evaluate student needs and guide language arts instruction in a multi-tiered system. 2. Use knowledge of students' instructional levels, needs, and assessment outcomes to make instructional decisions. 3. Develop lesson plans and activities that incorporate effective practices in teaching language arts. 4. Apply good qualities of writing, genre characteristics and follow the writing process to complete a writing assignment (i.e. Biography, children's book, etc.). Prerequisites: Admission to the Utah Tech Elementary Education Program. FA, SP
  ShareELED 4600 - Methods/Teaching Elementary Language Arts (ALPP)

• ELED 4700: Learning and Behavior Difficulties in the Inclusive Classroom

  2.00 Credits

  Utah Tech University (formerly Dixie State University)

  
  Required for all Elementary Education students. This course is designed to help the teacher candidate develop assessment strategies and instructional procedures, curriculum and instruction alternatives, and program planning for the development of students with learning and behavior difficulties in the inclusive classroom. Course content includes best practices in supporting students within a tiered support system, collecting and using data meaningfully, and implementing evidence-based practices within specific academic and behavioral content areas. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Explain Multi-Tiered Systems of Support (MTSS) and its role in the inclusive classroom. 2. Plan lessons that provide multiple levels of support for students based on high quality, research-based practice. 3. Engage in data-based decision making to plan instruction and intervention. 4. Diagnose a student struggling in reading and plan an appropriate program of remediation. 5. Diagnose a student struggling in mathematics and plan an appropriate program of remediation. 6. Diagnose a student struggling in behavior and plan an appropriate program of remediation. Prerequisites: Admission to the Elementary Education Program. FA, SP
  ShareELED 4700 - Learning and Behavior Difficulties in the Inclusive Classroom

• ELED 4900: Student Teaching

  10.00 Credits

  Utah Tech University (formerly Dixie State University)

  
  Required for all Elementary Education students. Aligns to student teaching experience in the elementary grade levels (grades K-8). Cooperating (mentor) teachers provide the necessary support students need as they are given responsibility of all aspects of student learning in classrooms. University supervisors, in conjunction with mentor teachers, scaffold and evaluate teacher candidates via frequent conferences and observations using Utah Tech Department of Education assessment tools. At the successful conclusion of the course, teacher candidates will have demonstrated their abilities to successfully manage their own classrooms and will be eligible for state licensure. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Teach appropriate and accurate content concepts and skills to whole class and small groups of students. 2. Create an effective learning environment through establishing and implementing beginning-of-semester routines and procedures with consistent expectations. 3. Collaborate with grade-level teams to analyze student data, and inform and adapt instruction. 4. Engage parents, families, counselors, and school administration in students' educational progress and goals. Prerequisites: Admission to the Utah Tech Elementary Education Program. Corequisites: ELED 4989. FA SP
  ShareELED 4900 - Student Teaching

• ELED 4950: Internship Teaching I

  3.00 Credits

  Utah Tech University (formerly Dixie State University)

  
  First semester of a full year of internship teaching after being hired by a public school in cooperation with Utah Tech University Education department. Cooperating mentor teachers train and support intern as they are given responsibility of all aspects of learning in the classroom. University faculty, in conjunction with mentor teachers, scaffold this experience via frequent conferences. Interns are also supported by the school districts in new teacher induction training. At the conclusion of the internship, the student is eligible for State licensure in teaching. Course offered upon sufficient student need. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Be able to teach small groups of students. 2. Understand behavior management and be able to handle a classroom of students successfully. 3. Be able to teach correct concepts to a whole class of students. 4. Understand the content necessary to teach students in a classroom. Prerequisite: Instructor permission.
  ShareELED 4950 - Internship Teaching I

• ELED 4960: Internship Teaching II

  3.00 Credits

  Utah Tech University (formerly Dixie State University)

  
  Second semester of a full year of internship teaching after being hired by a public school in cooperation with Utah Tech University Education department. Cooperating mentor teachers train and support intern as they are given responsibility of all aspects of learning in the classroom. University faculty, in conjunction with mentor teachers, scaffold this experience via frequent conferences. Interns are also supported by the school districts in new teacher induction training. At the conclusion of the internship, the student is eligible for State licensure in teaching. Course offered upon sufficient student need. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Be able to teach small groups of students. 2. Understand behavior management and be able to handle a classroom of students successfully. 3. Be able to teach correct concepts to whole class of students. 4. Understand the content necessary to teach students in a classroom. Prerequisite: Instructor permission.
  ShareELED 4960 - Internship Teaching II

• ELED 4989: Student Teaching Capstone

  3.00 Credits

  Utah Tech University (formerly Dixie State University)

  
  For elementary education students during their student teaching experience. Teacher candidates debrief and collaborate on special topics such as classroom management, lesson design, assessment, instructional strategies, and current issues and topics in education. The purpose of this Capstone course is to solidify the pre-service experiences, prepare and submit the PPAT in its entirety, and develop the skills and knowledge necessary to secure a teaching position. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss and reflect on current issues in education and topics that arise during the student teaching experience. 2. Demonstrate understanding of Utah Educator Professional Standards. 3. Comply with the requirement of the Utah State Board of Education and Utah Tech University in becoming a certified teacher. 4. Complete and submit all required components of the ETS PPAT examination following the designated PPAT schedule. 5. Develop a professional leadership plan, which includes investigating post-baccalaureate educational options and leadership opportunities in the school community and professional setting. 6. Develop and communicate abilities and talents as an educational professional orally and in writing. Course fee required. Prerequisites: Admission to Utah Tech Elementary Education Program. Corequisites: ELED 4900. FA, SP
  ShareELED 4989 - Student Teaching Capstone

• EMS 1101: *PILOT* EMT Preparatory and Patient Assessment

  1.50 Credits

  Utah Tech University (formerly Dixie State University)

  
  This course introduces concepts in Emergency Medical Services: illness and injury prevention; medical-legal issues; anatomy and physiology; pathophysiology, and incident management for the Emergency Medical Technician (EMT) and Advanced EMT. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify anatomic structures of the human body and describe basic concepts of physiology. 2. Outline a basic patient assessment, organize findings into an appropriate treatment plan, and properly document. 3. Diagram the Incident Command Structure (ICS) and describe the EMTs role within the framework. Corequisites: EMS 1125, EMS 1201, EMS 1225, EMS 1301, EMS 1325, EMS 1401, EMS 1425, and EMS 1450. FA, SP
  ShareEMS 1101 - *PILOT* EMT Preparatory and Patient Assessment