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About
About Puget Sound
Founded in 1888, University of Puget Sound is an independent, residential, and predominantly undergraduate liberal arts college.
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Academics
SOMETHING YOU DO
Part of a Puget Sound education is the opportunity for a wide variety of experiential learning options, including internships, studying abroad, and more.
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Admission
OPENING DOORS
Create your own path and pursue a life of purpose and impact.
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Student Life
We look forward to seeing you!
Learn about our weeklong orientation program that immerses you in campus and the community while preparing you to tackle your academic studies.
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Alumni
Once a Logger...
Always a Logger! Just because you're not still living on campus and visiting the Cellar for pizza doesn't mean you have to be disconnected from what's happening on campus!
Courses for Master of Arts in Teaching
In this section
- School of Music
- School of Occupational Therapy
This school-based field experience accompanies the elementary and secondary curriculum and instruction courses. MAT students observe and participate in elementary and/or secondary classroom teaching and learning experiences.
This seminar involves weekly meetings in which students examine a range of issues emanating from school-based experiences. In addition, the course fulfills specific Washington Administrative Code (WAC) requirements for teacher preparation. Students hear selected speakers on professional topics related to sexual harassment, appropriate relationships and touch in school, school contract law, IEP/504 students, and child neglect/abuse.
Students focus on the continuous link among planning, instruction, and various forms of ongoing assessment. Students explore specific techniques for modifying instruction, various ways of documenting student growth, and using student artifacts as a source of assessment and shaping of instruction.
This 2.5-unit course focuses on learning and teaching in elementary classrooms and becoming an elementary teacher. Students consider the tension between giving full attention to each subject area, integrating across subject areas, and meeting students? developmental needs. Through an analysis of current research, theories of learning, and informed classroom practices, students prepare lesson and unit plans, teach, assess, and reflect on student learning. An integrated course structure is used; students study adjacent subject areas examining similarities and differences. In this course students study writing, reading, social science, mathematics, science, music, visual arts, physical education and health. The 1-unit version includes writing, reading, and social science or mathematics and science. A .5-unit version includes music, visual arts, physical education and health.
In this course students develop knowledge and a reflective stance toward teaching in the secondary content area. Focusing on understanding the various ways in which adolescents engage with content area learning, students plan, teach, assess and think reflectively about curriculum.
Prerequisites
EDUC 419, 420.
This course aims to prepare secondary teacher candidates to better understand adolescent experiences within and beyond school, using a variety of critical lenses and perspectives. The course emphasizes engagement with diverse student communities, and seeks to interrogate common assumptions surrounding student abilities, motivations, and literacies. Participants work with adolescents throughout the term, engage readings, complete case studies, and work toward curriculum and instruction that more consciously includes every learner.
This course provides students the opportunity to assume the role of an elementary/secondary teacher for a 15-week period during the Spring semester. Students work cooperatively with a selected mentor teacher, with supervisory support from the University. Pass/fail only.
Prerequisites
Must be taken concurrently with EDUC 615.
The central work of this course is to center race as a lens for understanding education and miseducation in American schooling. Students engage the ongoing process of confronting and unlearning socialized assumptions about race and how these manifest in classrooms and in their own racialized identities. Students reflect on classroom teaching and learning experiences to develop and apply strategies and action steps that promote racial equity in learning contexts, engaging the following questions: How do I define my racialized identity? What does it mean to name and unlearn socialized assumptions, beliefs, and practices about race? How does individual, interpersonal, and systemic racism manifest in classrooms and schools?
This masters project seminar uses reflective analysis to reconsider pedagogical dilemmas emerging from student teaching. In professional collaboration, students explore questions relating to culturally responsive teaching: What does it mean to be a culturally responsive and antiracist practitioner? How do my experiences and intersectional identities impact my cultural responsiveness? What actions can I take to interrogate my biases and social location and to contribute collaboratively to the ongoing work of equity? As a result of their exploration, students develop projects and consider implications and action steps for future practice.
Independent study is available to those students who wish to continue their learning in an area after completing the regularly offered courses in that area.
Independent study is available to those students who wish to continue their learning in an area after completing the regularly offered courses in that area.
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