Enrollment and waitlist data for current and upcoming courses refresh every 10 minutes; all other information as of 6:00 AM.
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/08: 03/15: 05/10: |
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| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 22367
Online: Some Synchronous | Lecture
Online
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.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 22376
Online: Some Synchronous | Lecture
Online
Course participants will examine their racial and cultural identities through a research-based assessment tool and address personal biases that impact student learning and their instruction. The pedagogy of educational equity, culturally responsible teaching, and inclusive practices will be applied to the student learning environment, planning for instruction, and partnering with families and colleagues. Participants will learn effective cross cultural and interracial communication skills, inclusive practices, and how to translate their learning into equitable practices that impact effective learning for all students.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/13: 03/13: 04/17: 05/01: 05/15: |
||||||
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 22369
Online: Some Synchronous | Lecture
Online
This course focuses on the purposes and types of assessment used in school settings to understand and document student achievement. Course participants explore guiding principles for classroom assessment, articulate achievement targets, develop assessment methods, including performance assessment, portfolios, etc. aligned with achievement targets, and create effective methods for communicating about students' learning.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22355
Online: Asynchronous | Lecture
Online
This course aims at developing participant capacities for leading school-wide or large-scale initiatives around technology adoption and integration based on emerging trends and best practices as well as equity, inclusion, and digital citizenship. Students will develop competencies in technology planning, data analytics, resource selection, and project management to enhance their networking skills around visionary systems planning. Students will apply project management, change management, and design thinking skills as they complete authentic course projects.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22358
Online: Sync Distributed | Lecture
Online
This course explores the connections of theory and practice in administrative leadership and management of student affairs. Beginning with higher education finance and budget management, the course broadens to include the principles of supervision and management and their connections to professional standards and best practices. You will be provided the opportunity to practice leadership and management in your own department while also creating the partnerships needed within student affairs and with other faculty and staff colleagues.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22360
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
This is a capstone course for the M.A. in Educational Leadership. It is designed for students to critically reflect upon and articulate their learning. Students examine cases through various frames, read leadership literature and evaluate their experiences.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/06: 03/06: 04/03: 05/01: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22364
Online: Some Synchronous | Lecture
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions in a seminar that emphasizes the importance of reflective practice.
1 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22324
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions in a seminar that emphasizes the importance of reflective practice.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22325
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions to a seminar that emphasizes the importance of reflective practice. Prerequisite: EDLD785
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22368
Online: Sync Distributed | Lecture
Online
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.
3 Credits
| 03/31 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22371
Online: Sync Distributed | Lecture
Online
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22315
CoFlex:In Person&Online Sync | Lecture
St Paul: McNeely Hall 118
Online
Jayne Sommers, Christina Holmgren
This course focuses on the background assumptions that shape both student learning and development. A variety of learning and human development theories will be explored. The course examines how students learn and construct meaning and create knowledge. Further, it explores theories and models on how to facilitate the development of a student-centered integrated learning environment.
3 Credits
| 02/03 - 03/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22384
Online: Sync Distributed | Lecture
Online
Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/05: 03/12: 04/09: 05/14: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22326
Online: Some Synchronous | Lecture
Online
The second practicum focuses on curriculum planning, assessment of student learning, engaging key stakeholders, and navigating issues related to school finance. The participants will review curriculum and student learning through data points and analytics. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the school principal position under the supervision of an experienced principal who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of seminars, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the principal licensure coursework. Prerequisites: EDLD 832 or 852; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license
1 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm 5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22385
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
This course focuses on the contextual application of management strategies within an educational organization. Educational Management addresses particularly issues of management styles and models, human resources, budgetary management and project management.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/05: 02/05: 03/12: 03/12: 04/09: 04/09: 05/14: 05/14: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22387
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
The second practicum examines due process compliance and monitoring, implementation of IEPs and extended school year options, and legal issues related to special education. Students learn how to assess differentiated instruction for student growth. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the Director of Special Education position under the supervision of an experienced Director who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of individual or group sessions, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the Director of Special Education licensure coursework. Prerequisites: EDLD 832 or 852; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license
1 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22388
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
This seminar employs classical sources and recent scholarship to explore the nature of dialogue. The view that dialogue is the foundation for all ethical discourse is examined, as well as the contention that dialogue is an important source of knowledge and understanding. Class discussion pays special attention to dialogues involving therapist and patient, ethnographer and native, teacher and student. Specially recommended for doctoral students interested in how people interact in a variety of organizations.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/03 - 05/23: 02/03 - 05/23: |
05/09: 05/09: |
|||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22316
CoFlex:In Person&Online Sync | Lecture
St Paul: Murray-Herrick Campus Center 305H
Online
This is the capstone course for the leadership in student affairs concentration in the master's program in educational leadership. It integrates the coursework and experiences into a systemic view of student affairs and higher education and the practitioner's role in optimizing the student learning experience. It focuses on strategies for influencing organizational culture in order to provide an enriched integrated learning experience for the college student.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22389
Online: Asynchronous | Lecture
Online
This course is designed to provide students with an opportunity to develop leadership knowledge and skills as a practicing administrator, with a focus on the knowledge and professional experiences necessary for a successful school superintendent or other central office position which works closely with a superintendent and school board. The first practicum focuses on school board governance.
1 Credits
| M | T | W | Th | F | Sa | Su |
02/05: 02/12 - 02/26: 02/12 - 02/26: 03/05: 03/12 - 03/19: 03/12 - 03/19: 04/02: 04/09 - 04/30: 04/09 - 04/30: 05/07: 05/14 - 05/21: 05/14 - 05/21: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22914
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
The goal of this course is to provide experiential learning and content knowledge that fosters self-awareness and improved educational practices at the intersection of environmental and racial justice. People, place, culture, health and community partnerships are woven together using the course thread of Native Prairie. Systems-thinking and forms of capital will be explored using resources and experiences in this time of the Anthropocene. The course reviews mainstream leadership and educational theories through a sustainability and environmental justice lens, allowing students to critically reflect on their own leadership as well as on its application in a variety of contexts. In this course, students are expected to work in a hybrid model combining synchronous Zoom class sessions with in-person field study experiences.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/06: 02/06: 02/20: 02/20: 03/06: 03/06: 03/20: 03/20: 04/03: 04/03: 04/17: 04/17: 05/01: 05/01: 05/15: 05/15: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22393
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 343
Online
A comprehensive introduction to survey research, beginning with its philosophical premises. The course covers item construction, analysis and the integration of surveys with other data-collection techniques. Participants work with a common database but are encouraged to apply course principles to a survey project of their own. (This course assumes completion of CIED 500, EDLD 625, and EDLD 904.)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
7:30 pm 7:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22394
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
In this course, students will learn various types of data analysis. The course addresses such issues as coding, data analysis, content analysis, and alternative approaches to analyzing and writing about research data. Students will have the opportunity to analyze their own data collected from their own research studies. Prerequisite: EDLD 904
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/08 - 02/15: 02/08 - 02/15: 03/08: 03/08: 03/22: 03/22: 04/05: 04/05: 04/25 - 05/04: 04/25 - 05/04: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22395
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
This course engages students in an exploration of the intersections of critical theories, social justice, and leadership in education. Readings, written reflections, and class discussions provide an opportunity for participants to understand more deeply how social identities inform perspectives, professional practices, and leadership styles. Students interrogate identity development models and concepts of inclusivity, allyship, and multiculturalism through a critical lens. Students use various theories, such as feminist theory, critical race theory, gender theories, and queer theory to examine their role and participation in educational institutions and communities.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22675
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22676
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22677
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22678
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22679
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22680
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22681
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22682
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22683
Dissertation/Thesis
Minneapolis: No Room
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22684
Dissertation/Thesis
Minneapolis: No Room
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22685
Dissertation/Thesis
Minneapolis: No Room
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22686
Dissertation/Thesis
Minneapolis: No Room
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22687
Dissertation/Thesis
Minneapolis: No Room
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22688
Dissertation/Thesis
Minneapolis: No Room
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22689
Dissertation/Thesis
Minneapolis: No Room
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22690
Dissertation/Thesis
Minneapolis: No Room
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22691
Dissertation/Thesis
Minneapolis: No Room
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22692
Dissertation/Thesis
Minneapolis: No Room
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22693
Dissertation/Thesis
Minneapolis: No Room
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22694
Dissertation/Thesis
Minneapolis: No Room
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22695
Dissertation/Thesis
Minneapolis: No Room
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22696
Dissertation/Thesis
Minneapolis: No Room
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22697
Dissertation/Thesis
Minneapolis: No Room
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22698
Dissertation/Thesis
Minneapolis: No Room
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22699
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22700
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22701
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22702
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22703
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22704
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22705
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22706
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22707
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22708
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22709
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22710
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22711
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22712
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22713
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22714
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22715
Continuing Enrollment
Minneapolis: No Room
Doctoral students must maintain continuous enrollment from time of admission until completion of dissertation. During any semester in which a student is not registered for a regular course, he/she must register for and pay special tuition for EDLD 928 (Permits validation of student ID).
0 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 22606
Directed Study
St Paul: In Person
Requirements Met:
School of Ed Transfer Course
Contemporary music pedagogy for children in pre-Kindergarten through Grade 2. 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 pre K-2 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: soprano recorder and lap dulcimer. Offered spring of odd numbered years.
2 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 22283
In Person | Lecture
St Paul: McNeely Hall 106
Requirements Met:
FYE CommGood/Learning Comm
CommGood/Community-Engaged
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 22284
In Person | Lecture
St Paul: McNeely Hall 118
Requirements Met:
CommGood/Community-Engaged
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 23027
Directed Study
St Paul: In Person
A continuation of Pedagogy and Literature for Music Performers I, this class will survey methods and materials for performance studies. Discussions will include principles of technique, learning theories, musicianship, and performance based upon a wide and diverse body of literature. Students should sign up for section numbers that correspond with primary area of performance. Section 1: Voice; Section 2: Keyboard; Section 3: Guitar; Section 4: Winds/Percussion/Brass. Prerequisites: EDUC 308/MUSC 308
2 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 22607
In Person | Lecture
St Paul: Brady Educational Center 110
Requirements Met:
School of Ed Transfer Course
Teaching Techniques for the String Family: The teaching-techniques courses are designed to acquaint the prospective instrumental teacher with the fundamental principles underlying the correct playing of wind, percussion and string instruments. Basic concepts important in teaching others to play these instruments are stressed. The uses and merits of a variety of method books are discussed as they pertain to lesson and unit planning. Solo and ensemble literature also are covered. Students will learn how to select instruments, mouthpieces and other equipment appropriate for elementary and secondary instrumental pupils. Offered spring of odd years.
2 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 22285
In Person | Lecture
St Paul: Murray-Herrick Campus Center 305H
Core Requirements Met:
[Core] Diversity/Soc Just
Other Requirements Met:
Family Studies Major Approved
Family Studies Minor Approved
CommGood/Community-Engaged
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 22286
In Person | Lecture
St Paul: Murray-Herrick Campus Center 305H
Requirements Met:
CommGood/Community-Engaged
Writing to learn
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22287
In Person | No Classroom Required
St Paul: No Room
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22288
In Person | No Classroom Required
Minneapolis: No Room
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 22289
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 22290
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Requirements Met:
Writing in the Discipline
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 22328
Online: Some Synchronous | Lecture
Online
Amy Hewett-Olatunde, Jessica Viestenz
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
| 02/03 - 03/21 | ||||||
| M | T | W | Th | F | Sa | Su |
9:35 am |
9:35 am |
9:35 am |
||||
Subject: Education (UG) (EDUC)
CRN: 22330
In Person | Lecture
St Paul: Murray-Herrick Campus Center 305H
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22332
In Person | No Classroom Required
Minneapolis: No Room
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/08: 03/15: 05/10: |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 22333
Online: Some Synchronous | Lecture
Online
Requirements Met:
[Core] Signature Work
Writing in the Discipline
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: EDUC 460 or 463, which can be taken concurrently, and 80 completed credits.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22335
In Person | No Classroom Required
Minneapolis: No Room
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22336
In Person | No Classroom Required
Minneapolis: No Room
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22337
In Person | No Classroom Required
Minneapolis: No Room
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22768
In Person | No Classroom Required
Minneapolis: No Room
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Reading (Grad Ed) (READ)
CRN: 23002
Online: Some Synchronous | Lecture
Online
The student will examine the nature of reading problems, formal and informal approaches to diagnosis, current assessment practices, the development of reading programs for specific needs, and application of specific strategies to instructional settings.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21620
Online: Some Synchronous | Lecture
Online
This is an introductory research course designed to help graduate students understand, evaluate, and conduct research in the field of special education. Through participation in the course, class members will learn the basic concepts and procedures in special educational research. Although the course is intended primarily to help graduate students and teachers become better consumers of research, it is also designed to provide students with introductory skills and experiences to conduct practitioner-based research. As part of the course requirements, students will complete a literature review and develop an action research project to address a problem of practice in special education.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21611
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to exam the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21615
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21623
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with a range of students with autism spectrum disorder (ASD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21624
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with a range of students with autism spectrum disorder (ASD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21617
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21601
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21605
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21613
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21626
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with a range of students with mild to moderate disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21627
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 326
The purpose of this course is to provide a practicum in an educational setting working with a range of students with mild to moderate disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21632
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting with a range of students with emotional behavioral disorders (EBD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21633
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting with a range of students with emotional behavioral disorders (EBD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21635
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational, family, hospital and/or community-based setting with infants, toddlers, preschoolers, including children with disabilities and their families. This practicum will provide opportunities for planning and implementing early intervention services; utilizing curriculum for an early-childhood class with adaptations for children with disabilities; selecting individual goals; and embedding goals in routines and curricular activities; developing skills in assessment and evaluation; and partnering with families in home and/or educational settings. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21636
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational, family, hospital and/or community-based setting with infants, toddlers, preschoolers, including children with disabilities and their families. This practicum will provide opportunities for planning and implementing early intervention services; utilizing curriculum for an early-childhood class with adaptations for children with disabilities; selecting individual goals; and embedding goals in routines and curricular activities; developing skills in assessment and evaluation; and partnering with families in home and/or educational settings. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21607
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 22965
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21638
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational -based setting with a range of students with developmental disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21639
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational -based setting with a range of students with developmental disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/03 - 03/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 23016
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
The purpose of this course is to provide a foundation for working with preschoolers and their families in early childhood and early childhood special education programs with an emphasis on typical and atypical early-childhood development, developmentally appropriate practice, and developing curriculum that is functional, appropriate, adaptable and fun. This course provides an opportunity to create curriculum units that enhance child development and are adapted for children with a variety of disabilities. Prerequisite(s): SPED 750 Survey of Exceptionality or Advisor Approval.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21609
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21629
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with students with learning disabilities that addresses competencies for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience. Prerequisites: Satisfactory completion of fieldwork experiences.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21630
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with students with learning disabilities that addresses competencies for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience. Prerequisites: Satisfactory completion of fieldwork experiences.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 22411
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21616
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21603
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21606
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21614
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21608
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21612
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21610
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22338
Online: Some Synchronous | Lecture
Online
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).
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
02/06: 02/27: 03/20: 04/17: 05/15: |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22339
Online: Some Synchronous | Lecture
Online
Requirements Met:
CommGood/Community-Engaged
This course integrates psychological principles of learning with evidence-based strategies for effective instruction. Prospective 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: TEGR 510 or permission of chair. Concurrent registration: TEGR 532 Field Experience II: Learning and Teaching.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22342
In Person | No Classroom Required
Minneapolis: No Room
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 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? Prerequisites: TEGR510, 511. Concurrent registration with TEGR530. Grading: Satisfactory/Unsatisfactory.
1 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22345
In Person | No Classroom Required
Minneapolis: No Room
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. This field experience 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? By Special Permission Only. Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 570. Grading: Satisfactory/Unsatisfactory
1 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22375
In Person | No Classroom Required
Minneapolis: No Room
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22346
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22347
Online: Some Synchronous | Lecture
Online
This course is Part 1 of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents developmentally appropriate practice for kindergarten, primary, and intermediate grades, the current knowledge base of research, and recommendations for professional development. As the introductory course in literacy, it focuses on language development, assessment and interpretation of relevant data regarding literacy processes, and serves as the knowledge base for understanding curricular development in and applications for literacy in the elementary classroom. Participants will research critical issues in the field of literacy development. Prerequisite: TEGR 510.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22348
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
This course is Part II of a two-course literary sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents research-based best practices in teaching reading for kindergarten, primary, and intermediate grades. This second course in the literacy sequence extends the foundations in language, assessment and interpretation of relevant data regarding literacy processes, and explorations into children's literature to classroom applications in composing processes (writer's workshop), assessment and evaluation as it informs teaching, planning and reflection, and interdisciplinary instruction. Participants will research critical issues in the field of literacy development. By Special Permission Only. Prerequisite: TEGR 550.
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22349
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
This course is designed to prepare teachers who will effectively engage learners with mathematics and technology. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisite: TEGR 530, 532 Corequisite: TEGR 537
3 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22356
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
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
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22359
In Person | No Classroom Required
Minneapolis: No Room
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, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22361
In Person | No Classroom Required
Minneapolis: No Room
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, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22362
In Person | No Classroom Required
Minneapolis: No Room
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, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22363
In Person | No Classroom Required
Minneapolis: No Room
As the culminating experience of the graduate teacher licensure program, student teaching provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars encourage students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Student teaching is a full-time commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all other required licensure coursework, Unconditional Admission to the Teacher Education Program, Admission to student teaching. Extended time for multiple experiences.
9 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22365
In Person | No Classroom Required
Minneapolis: No Room
Designed for licensured teachers seeking to add an additional area of licensure, or for students holding a baccalaureate degree from an accredited school who have had non-licensed teaching experience for a minimum of two years in an accredited K-12 school setting. (Written verification and evaluation of teaching experience is required.) The student teaching placement will be made for one-half semester. The University of St. Thomas reserves the right to extend the experience should evaluations warrant. Prerequisites: Acceptance into education program, completion of all required courses for licensure, admission to student teaching. Offered periodically, consult with your advisor regarding availability.
4 Credits
| 02/03 - 05/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22366
In Person | No Classroom Required
Minneapolis: No Room
This university supervised field experience provides the opportunity for students to demonstrate their classroom knowledge and skills relating to a new licensure endorsement area. Prerequisite: Permission of Department Chair.
2 Credits