Course Descriptions

Education CSUTeach Courses

Faculty

Course Descriptions

EUT 201: Step 1: Inquiry Approaches to Teaching (1-0-1). This course will provide students with an opportunity to do the following: 1) explore teaching in science or mathematics as a career; 2) experience early field experiences in teaching; and 3) explore the theory and practice that is necessary to design and deliver excellent instruction. Participants will obtain first-hand experience with planning and implementing inquiry-based science or mathematics lessons in elementary classrooms. Course includes a grades 4-6 field experience in addition to class meeting times. Return to top

EUT 215 : Step 2: Inquiry-Based Lesson Design in Mathematics (1-0-1). Prerequisites: EUT 201. This course will provide students with an opportunity to continue to explore mathematics teaching as a career through focused field experiences at the middle school level using inquiry-based instructional techniques. Participants build upon and practice inquiry-based lesson design skills that were introduced in EUT 201 and will also become familiar with exemplary mathematics curricula for the middle school setting. Course includes a grades 6-8 field experience in addition to class meeting times. Return to top

EUT 217 : Step 2: Inquiry-Based Lesson Design in Science (1-0-1). Prerequisites: EUT 201. This course will provide students with an opportunity to continue to explore science teaching as a career through focused field experiences at the middle school level using inquiry-based instructional techniques. Participants build upon and practice inquiry-based lesson design skills that were introduced in EUT 201 and will also become familiar with exemplary science curricula for the middle school setting. Course includes a grades 6-8 field experience in addition to class meeting times. Return to top

EUT 210 Perspectives on Science & Mathematics (3-0-3). Prerequisites: EUT 215 or 217. This course explores a selection of topics and episodes in the history of science and mathematics. The specific objectives and expectations are part of four broad, interlocking goals: 1) provide an overview of the history of science and mathematics; 2) enable future teachers to enact these historical perspectives and contexts throughout their pedagogy; 3) promote intellectual curiosity and sharpen critical thinking skills; and 4) improve presentation and writing skills. Return to top

EUT 302 Knowing & Learning in Mathematics & Science (3-0-3). Prerequisite or Co-requisite: EUT 201. The goal of this course is to develop a powerful tool kit of approaches to knowing and learning in mathematics and science. This course focuses on issues of what it means to learn and know science and mathematics including the following: 1) How knowing and learning are structured; 2) The tensions between general, cross-disciplinary characterizations of knowing (e.g., intelligence) and the specifics of coming to understand powerful ideas in mathematics and science; 3) connections between kinds of assessments and theories of knowing; and 4) various uses of technology associated with specific approaches to learning. Return to top

EUT 305 Classroom Interactions (3-3-3). Prerequisites: EUT 302. This course continues the process of preparing future teachers to teach mathematics and science in secondary settings by providing opportunities to see how theories explored in EUT 302 play out in instructional settings. Students will design and implement instructional activities informed by their understanding of what it means to know and learn mathematics and science, and then evaluate the outcomes of those activities on the basis of student artifacts (i.e., what students say, do, or create). An important focus of the course is on building awareness and understanding of equity issues and their effects on learning. This course has a 40-hour field experience in addition to weekly class meeting times. Return to top

EUT 315 Project-Based Instruction in Mathematics (3-5-3). Prerequisites: EUT 305. Project-based instruction engages learners in exploring authentic, important, and meaningful questions of real concern to students. This course also provides opportunities for candidates to gain experience in assessing, preparing and teaching problem-based lessons through an extensive associated field experience. Physical materials and strategies for teaching mathematics at the intermediate and secondary level are considered, as are student characteristics, teaching and learning styles, issues of equity and diversity, and constructivist theories of learning. The course has an 80-hour field experience in addition to weekly class meeting times. Field experience must be applied for at least 1one semester in advance. Return to top

EUT 317 Project-Based Instruction in Science (3-5-3). Prerequisites: EUT 305. Project-based instruction engages learners in exploring authentic, important, and meaningful questions of real concern to students. This course also provides opportunities for candidates to gain experience in assessing, preparing and teaching problem-based lessons through an extensive associated field experience. Physical materials and strategies for teaching science at the intermediate and secondary level are considered, as are student characteristics, teaching and learning styles, issues of equity and diversity, and constructivist theories of learning. The course has an 80-hour field experience in addition to weekly class meeting times. Field experience must be applied for at least one semester in advance. Return to top

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engaged learning

Mailing Address
Office of Undergraduate Studies
Cleveland State University
2121 Euclid Avenue, MC 107A
Cleveland, OH 44115-2214
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