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My teaching responsibilities at Augustana include courses on teaching mathematics in elementary and secondary schools, and computer applications in K-12 education. I will be teaching an LSFY 103 section for the first time in the coming spring term of 2012, and will also teach a course I developed as part of the Jamaica program in the winter term of 2012-2013. In addition to these teaching responsibilities, I also supervise teaching candidates during their student teaching experience, supervise elementary education majors during their junior-year clinical experience, and have taught a 1-credit evening seminar course for student teachers in the fall of 2011. This page provides summaries of the courses I have taught or will teach that carry at least 2 credits. Hyperlinks to additional information about each course, including evidence of student learning, course syllabi, and student ratings are provided. General Documents Pertaining to My Teaching Visual SRI Summary Grade Tendency Report |
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EDUC 364 is required for all elementary education majors and is usually taken in the fall of the junior year. The course focuses on effective approaches to mathematical instruction at the elementary school level, and includes genuine teaching experiences via the kindergarten teaching labs and “upper elementary” teaching labs. |
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EDUC 384 is the content-specific teaching methods course taken by secondary mathematics teaching majors during the spring term of the junior year. The course introduces students to standards-based teaching approaches, and enables them to apply these methods prior to student-teaching via an embedded clinical experience in a partnering 7th grade classroom. |
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Teaching (2011) |
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Mike Egan Assistant Professor of Education |
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The Computers in Education course is required of all secondary education majors and is a pre-requisite for student teaching. In this project-based course students learn about and engage with modern instructional technologies that, when used effectively, can enhance instruction. |
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I recently designed two courses that enable Augustana students to work directly with traditionally underserved student populations in urban schools as they study and question societal structures that lead to disparities in educational opportunity. These include perspectives on international disparities (developed world vs. developing world) via the EDUC 262/263 Learning Community and perspectives on intra-national disparities (affluent U.S. communities vs. poor and minority communities) in my LSFY 103 section. |
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