Introductory Courses

CalTeach offers a series of introductory courses for those interested in exploring what this program has to offer. These introductory courses consist of a two-hour weekly seminar style class as well as a field placement in a local K–8 math or science classroom. Beginning in elementary and middle school classrooms allows CalTeach students to focus on teaching skills, classroom dynamics, and how to break down advanced math and science content so that it is accessible to younger students.

UGIS 82
K-8 Teaching and Inquiry-Based Lesson Design
in the Science and Mathematics Classroom

This course surveys basic approaches to K–8 science and math teaching through modeling inquiry-based teaching and discussion. Topics include inquiry-based pedagogy, assessment techniques, lesson plan design and revision, and child development. Students are placed in science and math learning environments with upper elementary and middle school children to practice teaching. This seminar offers an opportunity to explore teaching, foster children's natural curiosity, and inspire local students. The course includes a field placement of 1 hour per week with a teacher in a local K–6 classroom. (requires 12 hours total)

CalTeach Minor Courses

The five courses listed below comprise the CalTeach minor, and each focuses on specific teaching topics, themes, and skills. Please visit the CalTeach Minor page for further details.

EDUC 130
Knowing and Learning in Mathematics and Science

Fulfills: Social and Behavioral Sciences Breadth

Prerequisite: UGIS 82 (or UGIS 82S)

This course offers a sequence of collaborative problem-solving and reflection activities through which students will be able to appreciate and develop a coherent, effective approach to the teaching and learning of any mathematical or scientific conceptual domain. Issues of cognition, culture, and pedagogy will emerge from participants' struggles to explain their own reasoning. In-class problem solving experiences will provide grist for reflection. Extensive readings will be discussed in bCourses forums. The course includes a field placement of 2 hours per week with a teacher in a local middle or high school classroom. (requires 24 hours total)

EDUC 131AC (formerly EDUC 195C)
Classroom Interactions in Science and Mathematics:
A Focus on Equity and Urban Schools

Fulfills: Philosophy and Values Breadth

Prerequisite: EDUC 130

This course continues the process of preparing students to teach science and mathematics in secondary schools by providing opportunities to evaluate challenges they face in instructional settings. We will explore frameworks for thinking about equity issues in the classroom and beyond school settings, learn strategies for teaching students of diverse backgrounds, and consider how classroom interactions enable students to develop a deep conceptual understanding of the subject matter. The course includes a field placement of 2 hours per week with a teacher in a local middle or high school classroom (requires 24 hours total).

UGIS 187
Project-Based Instruction

Prerequisite: EDUC 131AC

Framed around the topic of sustainability, the course engages students from different math, science, and engineering majors in the process of applying the content knowledge from their discipline to build project-based curricula for presentation. Students develop pedagogical content knowledge and relate teaching theory to practice through readings, classroom activities, discussion, lesson planning, and field observations. The course includes a field placement of 3–4 hours per week with a teacher in a local middle or high school classroom (requires 45 hours total).

UGIS 188
Research Methods for Science and Math K–12 Teachers

Students undertake several in-depth research projects to develop methods for engaging in authentic research in the science or mathematics content area related to their major. Interactive lectures and labs are designed to meet the needs of future teachers by practicing specific techniques--including statistics, mathematical modeling, and scientific writing--needed to address scientific questions so that they may guide their future K–12 students to develop skills in problem solving and research.

HISTORY 138T, 180T, or 182AT
History of Science with CalTeach Perspectives Section

Fulfills: Historical Studies Breadth

These courses are parallel to HIST 138, 180, and 182A, respectively, and are intended for students interested in teaching elementary or secondary school science and math. Each of these courses satisfies the L&S Historical Studies breadth requirement. Students in the "T" course will attend the regular lectures as well as this special section. The section will focus on techniques, skills, and perspectives necessary to apply the history of science in the juvenile and adolescent science classroom, including pedagogy; devising lesson plans for their classrooms, finding reliable historical information, and writing. Any of these courses will satisfy the Perspectives requirement for the CalTeach minor. At least one is offered each semester.


Credential Program

Undergraduates who complete the CalTeach minor are eligible to apply for our credential program, which supports students to receive their secondary math or science teaching credential. Please visit the CalTeach Credential page for further details.

UGIS 303
Apprentice Teaching

The course is designed to support new science and mathematics teachers in earning a credential for teaching in California secondary schools. Once admitted to the Cal Teach credential program, students are eligible to enroll in UGIS 303. Students demonstrate that they have developed the skills to meet the state credentialing requirements by undertaking an inquiry project on their own teaching practice. Effective teaching methods for the science and mathematics classrooms are emphasized, including strategies for lesson planning, assessment, and English language learner support.

Supervised Teaching

This course is a discussion group called Supervised Teaching, or “Supe Group”, designed for students enrolled in UGIS 303. The goal of Supe Group is to provide a safe space in which students can “think out loud” about ideas or issues that have come up as a result of your intern or student teaching experience. In Supe Group, we aim to cultivate a community of practitioners that engage in supporting all members by taking on roles of active listener, creative problem solver, and critical friend.