| Students in ENGL 2030 utilize differentiated instructional technology to improve their own language (grammar, punctuation, vocabulary, and spelling) skills. (1.1, 1.3, 2.1, 3.2)
| Students in ENGL 2030 learn over 250 Greek and Latin roots and affixes and utilize that knowledge to create and teach activity-based lessons to the class. (1.1, 1.2, 1.3, 2.1, 2.2, 2.3, 3.2, 3.3, 3.4, 4.2, 4.3, 4.4)
| Students in ENGL 2030 research, share, and reflect upon language artifacts as evidence of disciplinary-specific instructional strategies which meet UCS language standards. (2.1, 3.2, 4.4)
| Students in ENGL 2030 research various teaching techniques, viewing those techniques in action, and responding reflectively to their merit in the student’s future classroom. (2.1, 3.2, 4.4)
| Students in ENGL 2030 read subject-specific practitioner articles and write critical analyses on their merit. (1.1, 1.2, 2.1, 3.2, 4.4)
| Students in ENGL 2030 write weekly reflections, answering questions based on the UETS requirements for becoming a reflective practitioner. (4.4)
| Students in ENGL 2030 participate in classroom-based practicums, which require co-teaching delivery methods, to a whole class with small group and one-on-one instructional support. Students create UCS-based lesson plans and materials for diverse learners, while utilizing research-based pedagogies to engage learners and increase motivation. Students collaborate with peers and write reflections of their teaching experiences with an eye toward immediate improvement (the next practicum session) and long-term professional development. (1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4)