Graduate Course Proposal Form Submission Detail - MAE6899
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- Department and Contact Information
Tracking Number Date & Time Submitted 1981 2004-02-17 Department College Budget Account Number Secondary Education ED 172400000 Contact Person Phone Denisse Thompson 42687 email@example.com
- Course Information
Prefix Number Full Title MAE 6899 Internship Seminar in Mathematics Education Is the course title variable? N Is a permit required for registration? N Are the credit hours variable? N Is this course repeatable? If repeatable, how many times? 0 Credit Hours Section Type Grading Option 3 C - Class Lecture (Primarily) R - Regular Abbreviated Title (30 characters maximum) Intern Seminar Math Ed Course Online? Percentage Online -
Admission into a graduate initial certification program in mathematics education
MAE 6947, Graduate Internship: Mathematics Education
This seminar accompanies the graduate internship in mathematics education and provides teacher candidates an opportunity to interact with peers and university faculty regarding classroom experiences.
A. Please briefly explain why it is necessary and/or desirable to add this course.
At present, graduate interns have not been required to enroll in a seminar to accompany their internship. This is in contrast to the undergraduate prospective teachers. The faculty believe that graduate students completing an internship would also benefit
B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?
This course is required in the MAT in Middle Grades Mathematics.
C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?
D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)
Doctorate in mathematics education
- Other Course Information
1. The ability to examine and reflect on one's instructional plans;
2. Familiarity with the responsibilities of teachers (e.g., assessment, classroom management, etc.);
3. The ability to take part in the school culture (e.g., professional development activities and meetings).
B. Learning Outcomes
The primary outcome is a series of reflections on various aspects related to the internship experience:
o Reflections on pedagogy
„X the instructional practice and cognition of other teachers
„X on one's own planning, assessment, and curriculum materials
„X on one's own instructional practice and cognition
o Reflections on becoming a member of the community
„X on attending a school activity
„X on meeting with other educational partners
„X on situations for which you were not prepared
o Weekly discussion interactions
o Culminating reflection
„X on valuable and not valuable experiences
„X on changes for your future classroom
C. Major Topics
1. Examining instructional plans
2. Responsibilities of teachers
3. School culture
Artzt, A. F. and E. Armour-Thomas. Becoming a Reflective Mathematics Teacher: A Guide for Observations and Self-Assessment. Mahwah, NJ: Lawrence Erlbaum Associates, 2002.
Note: The actual text and any related readings will be selected at the time the course is offered in order to permit the most current materials to be used.
E. Course Readings, Online Resources, and Other Purchases
F. Student Expectations/Requirements and Grading Policy
G. Assignments, Exams and Tests
H. Attendance Policy
I. Policy on Make-up Work
J. Program This Course Supports
- Course Concurrence Information