program information

 UTeachTech students receive a Bachelor's degree in Biology, Chemistry, Physics, Mathematics, Computer Science, or Engineering along with a minor in Secondary Education (6-12).  The minor consists of 21 hours of coursework:

UTCH 101: Inquiry Approaches to Teaching
1  Credit Hour. An exploration of the teaching profession and the theory and practice of inquiry-based science and math instruction, with four hours of field work in an elementary school setting.  Credit will not be given for UTCH 101 if credit is given for EDCI 101.
 
UTCH 201: Inquiry-Based Lesson Design
1 Credit Hour. Prerequisite UTCH 101 or EDCI 101  A continuation of research based lesson plan development and implementation, with fifteen hours of field work in a middle school setting.  Credit will not be given for UTCH 201 if credit is given for EDCI 201.
 
EDCI 301: Knowing and Learning
3 Credit Hours. Prerequisite UTCH 201 or EDCI 201  Survey of cognitive learning theories specifically related to Science, Technology, Engineering, and Mathematics (STEM) content.  
 
EDCI 302 21st Century Strategies
1  Credit Hour.  This course is designed to introduce instructional technology for teaching and learning in STEM content areas.

EDCI 407: Classroom Interactions
3 Credit Hours. Prerequisite UTCH 301 or EDCI 301  Examines multiple models of teaching, evaluating student understanding, equity and diversity issues in classroom teaching, and designing a sequence of secondary math/science lessons.  
 
EDCI 408: Project-Based Instruction
3 Credit Hours. Prerequisite UTCH 407 or EDCI 407  Design full units of connected lessons through an intellectually challenging project-based instructional unit.  
 
HIST 380: Perspectives on Science and Mathematics
3 Credit Hours. Prerequisite Admission to UTCH Examines how scientists and mathematicians have historically developed innovative solutions to outstanding problems, using pedagogy appropriate to future science and mathematics teachers.
 
EDCI 403: Materials and Methods of Teaching Reading
3  Credit Hours. Instructional techniques designed to assist the secondary teacher in implementing reading strategies in content courses. (G)
 
EDCI 434: Diverse Learners
3  Credit Hours. Prerequisite Admission to a teaching program. This course provides P-12 teaching candidates with the awareness, knowledge, skill, and disposition to identify, assess, teach, accommodate, and manage the instructional needs of diverse learners. (G)

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EDCI 416C: Student Teaching
[Not required for the minor, but required for full teacher certification; taken over final 3 quarters (3 credits each quarter)]
9 Credit Hours. Prerequisite Meet all qualifications identified in the catalog for teaching level or area Experiences. Student receives appropriate supervised teaching experiences. Total clock hours determined by program.
 
Additional Requirements for Mathematics Majors with a UTeach Concentration

MATH 301: Functions and Modeling
3 Credit Hours. Prerequisite MATH 242  Using problem-based learning, technology and exploring in-depth relationships between various areas of mathematics to strengthen and expand knowledge of the topics in secondary mathematics.  

MATH 302: Introduction to Geometry and Mathematical Fundamentals
3 Credit Hours . Prerequisite MATH 242  Multi-topic seminar focused on NCTM content knowledge standards in algebra, geometry and trigonometry including functions and notations, plane geometry topics.

MATH 303: Introduction to Vector & Tensor Analysis
3 Credit Hours . Prerequisite MATH 244  Multi-topic seminar focused on NCTM content knowledge standards in vector and matrix operations, linear algebra, statistics and probability, and Calculus.  Historical perspectives of those topics.

​EDCI 480: ​Principles of Teaching
3 Credit Hours . Prerequisite Admission to a teaching program. An investigation of the principles of teaching as related to the student, curriculum, and the teaching-learning process. (G)

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UTeachTech is supported by a $1.45 million grant from the Howard Hughes Medical Institute in partnership with the National Math and Science Initiative and the UTeach Institute at the University of Texas, Austin