Subject: Education (UG) (EDUC)

CRN: 22306

In Person | Lecture

St Paul: McNeely Hall 118

Requirements Met:
     FYE Changemaking
     CommGood/Community-Engaged

  Muffet Trout

This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).

4 Credits

Subject: Education (UG) (EDUC)

CRN: 22307

In Person | Lecture

St Paul: McNeely Hall 118

Requirements Met:
     FYE Changemaking
     CommGood/Community-Engaged

  Suzy Kaback

This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).

4 Credits

Subject: Education (UG) (EDUC)

CRN: 22669

In Person | Lecture

St Paul: Brady Educational Center LL30A

Requirements Met:
     School of Ed Transfer Course

  Sarah Minette

This course will acquaint the prospective instrumental music teacher with the basic knowledge and skills of performance pedagogy of woodwind instruments that include proper embouchure, tone production, intonation, breathing, articulation, posture, and fingering patterns. Students will become familiar with the construction and operation of these instruments and be able to make minor repairs. The students will gain knowledge of representative beginning through grade 12 solo and ensemble repertoire from diverse periods and become acquainted with instructional materials for beginning, intermediate, and advance levels of students. Students will learn how to select instruments, mouthpieces, and other equipment appropriate for elementary and secondary instrumental pupils. Offered spring of even years.

2 Credits

Subject: Education (UG) (EDUC)

CRN: 22668

In Person | Lecture

St Paul: Brady Educational Center 111

Requirements Met:
     School of Ed Transfer Course

  Sarah Minette

Contemporary music pedagogy for children in grades 6-12. Examination of goals, objectives, diverse music repertoire, spiral curriculum content and skill development, strategies, materials, and methods. Study of learning styles, developmental stages, and culturally sensitive materials. Designing lessons and classroom environments for effective music teaching and learning. Techniques for classroom management and discipline. National and state standards for music education relative to grades 6-8 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: guitar, small ensembles, beginning arranging. Offered spring of even numbered years.

3 Credits

Subject: Education (UG) (EDUC)

CRN: 22345

In Person | Lecture

St Paul: McNeely Hall 118

Core Requirements Met:
     [Core] Diversity/Soc Just

Other Requirements Met:
     Family Studies Major Approved
     Family Studies Minor Approved
     CommGood/Community-Engaged

  Chelda Smith Kondo

This course is designed to equip students with the knowledge, practices, and dispositions to humanize those who are historically underserved. The course engages students with issues such as race, intersectionality, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.

4 Credits

Subject: Education (UG) (EDUC)

CRN: 22346

In Person | Lecture

St Paul: McNeely Hall 108

Requirements Met:
     CommGood/Community-Engaged
     Writing to learn

  Muffet Trout

This course integrates principles of learning with evidence-based strategies for effective instruction. Prospective K-12 teachers explore the scientific knowledge base that underlies good teaching and build a repertoire of practices to support individual learner success within positive classroom environments. Participants analyze and personalize standards-based instruction, differentiation strategies, performance-enhancing assessment, and technology-assisted teaching and learning. Prerequisite: EDUC 210 or permission of chair. Concurrent registration: EDUC 332 Field Experience II: Learning and Teaching.

4 Credits

Subject: Education (UG) (EDUC)

CRN: 22347

In Person | No Classroom Required

St Paul: No Room

  Muffet Trout

The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a supervised 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching: Who are the learners and how do they learn? In what ways are they diverse? What general approaches can I use to meet each learner's needs? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 210 and concurrent registration with EDUC 330

0 Credits

Subject: Education (UG) (EDUC)

CRN: 22348

In Person | No Classroom Required

Minneapolis: No Room

Instructor: TBD

The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 330, 332

0 Credits

Subject: Education (UG) (EDUC)

CRN: 22338

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 419

  Claire Scroggins

Survey of contemporary literature for adolescent; exploration of ways in which this literature meets the reading interests and needs of adolescents; emphasis on developing familiarity with literature read by adolescents; methods and programs to stimulate reading interests and practices. Prerequisite: EDUC 210

2 Credits

Subject: Education (UG) (EDUC)

CRN: 22351

Blended Online & In-Person | Lecture

St Paul: In Person

Online

  Desirae Gillis

Knowledge and practice of health and physical education concepts and connections in the elementary education classroom. Candidates learn how to safely implement movement and fitness activities at the three different developmental levels. Candidates also learn elementary level health promotion concepts including mental health, first aid, disease prevention, safety, substance use prevention, and healthy relationships. Learning experiences and short teaching demos during class are required. Prerequisites: Elementary Education majors only. Year 2 Education coursework. 

2 Credits

Subject: Education (UG) (EDUC)

CRN: 22339

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301

Online

Requirements Met:
     Writing in the Discipline

  Brandon Auge

This course is designed to equip prospective teachers with knowledge, skills and attitudes for assisting grades 5-12 students to effectively gain knowledge from content-area written media. Campus and school-site experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. Emphasis is on supporting students' academic achievement through research-based, differentiated strategies for teaching content through reading materials such as textbooks, written directions, newspapers, graphs/charts/maps, and manuals. Prerequisite: 210

4 Credits

Subject: Education (UG) (EDUC)

CRN: 22349

Blended Online & In-Person | Lecture

St Paul: McNeely Hall 118

Online

  Heidi Bernal, Samantha Ellestad

This course is designed to equip prospective teachers with the knowledge, instructional practices, and dispositions to successfully manage diverse classrooms, using their understanding of multiple learning modalities and all types of diversity to promote all students’ personal and academic achievement. The course engages candidates with inclusive practices for learner variations in the areas of: special education (SPED) and English as a second language (ESL), while examining the crucial role of educators in influencing positive, systemic change for social justice.  Prerequisites: Successful completion of year 3 education course sequence and Elementary Education majors. Prerequisites: EDUC 350

4 Credits

Subject: Education (UG) (EDUC)

CRN: 22350

In Person | Lecture

St Paul: McNeely Hall 118

  Desirae Gillis

This course, grounded in research-based interventions, is designed to assist in developing knowledge and skills to plan, implement and assess classroom environments, engagement, and interactions.  The course will provide an overview of multi-tiered systems of support and focus on strategies to create positive and engaging classroom environments for all students.  Students will examine the basic components of classroom culture and relationships, ways to teach classroom expectations and routines, and plan for responses to appropriate and challenging behavior. 

2 Credits

Subject: Education (UG) (EDUC)

CRN: 22352

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the teacher licensure program, Residency in Teaching II fulfills the official student teaching requirement and provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. This is the second semester of a year-long residency placement in the elementary school. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Residency in Teaching II is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, 3, and Residency in Teaching I; plus satisfactory completion of all licensure-related content courses. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses.  

10 Credits

Subject: Education (UG) (EDUC)

CRN: 22353

Online: Some Synchronous | Lecture

Online

Requirements Met:
     [Core] Signature Work

  Desirae Gillis

This course examines learning theories, philosophies and their implications on the use of technology, as well as the history and development of learning technologies. Additionally, students will examine current trends and future challenges in education technology. Students will learn a variety of learning technologies and advocate sound integration of technology into curriculum. Issues on the design, development, and implementation of technology will be discussed. Students will integrate learning technologies into their curriculum planning in the specific content areas that address student needs and meet with the technology or content standards. As a capstone project, students will develop a portfolio to reflect upon the knowledge and skills acquired through their major. Prerequisites: 80 completed credits or chair approval

4 Credits

Subject: Education (UG) (EDUC)

CRN: 22354

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.

10 Credits

Subject: Education (UG) (EDUC)

CRN: 22355

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.

10 Credits

Subject: Education (UG) (EDUC)

CRN: 22356

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

This clinical practice section is intended for candidates seeking licensure in multiple fields or grade ranges requiring additional credits and time in the classroom. As the culminating experience of the teacher licensure program, clinical practice provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all education courses in Blocks 1, 2, and 3, plus unconditional admission to the teacher education program, plus admission to clinical practice, senior status.

12 Credits

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 22342

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 419

  Claire Scroggins

Survey of contemporary adolescent literature; exploration of ways in which this literature meets the reading interests and needs of adolescents; emphasis on developing familiarity with literature read by adolescents; methods and programs to stimulate reading interest and practice.

3 Credits

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 22343

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301

  Brandon Auge

The course is designed to equip prospective teachers with knowledge, skills and attitudes for assisting grades 5-12 students to effectively gain knowledge from content-area written media. Campus and school-site experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. Emphasis is on supporting students' academic achievement through research-based, differentiated strategies for teaching content through reading materials such as textbooks, written directions, newspapers, graphs/charts/maps, and manuals. Prerequisite: TEGR 510

3 Credits