Enrollment and waitlist data for current and upcoming courses refresh every 10 minutes; all other information as of 6:00 AM.
| 10/23 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 42404
Online: Asynchronous | Lecture
Online
Instructor: TBD
This course will emphasize the practical concepts of the K-12 curriculum. It will encompass issues and factors that affect the curriculum development process, curriculum and related divisions of the human learning system, innovative programs of the present, and educated projections of future trends. An important function of the course will be to stimulate the students to examine their own thinking about curriculum and its relationship to society, school and the classroom.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
09/03: 10/01: 10/29: 12/03: |
||||||
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 42403
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42405
Online: Asynchronous | Lecture
Online
This course explores creativity and innovation in education through case studies, hands-on activities, and community-based learning initiatives. Participants will draw insights from most successful and innovative initiatives from K-12, higher education, and learning organizations to explore their approaches. In this course, participants will apply a learning design method from previous courses to pitch an innovation initiative with a community partner, schools, or organization. As the capstone course in the program, the innovation initiative provides an opportunity for students to gather new field experiences and to produce tangible evidence of the design, implementation, and evaluation of the initiative. Prerequisites: three courses in the Certificate in Learning Technology Leadership and Innovation or instructor’s consent.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42406
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
This course begins the required three-course M.A. or Ed. S. research sequence. After an introductory overview of social research, it emphasizes historical and ethnographic approaches to thinking about collecting and analyzing information. Course activities provide an opportunity to experience doing research using historical and qualitative methods.
3 Credits
| 09/03 - 10/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42407
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
This course begins the required three-course M.A. or Ed. S. research sequence. After an introductory overview of social research, it emphasizes historical and ethnographic approaches to thinking about collecting and analyzing information. Course activities provide an opportunity to experience doing research using historical and qualitative methods.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:30 pm 7:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42408
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
This course consists of designing and conducting an action research project on an area of personal or community concern to generate possible solutions and interventions that can improve practice and enrich an educational setting. Action Research will help participants – whether they are specialized teachers, professors of higher education or leaders in administrative capacity - to bring an impact to their own practice as leaders in schools, school districts, and other educational settings.
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42409
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
A course designed for those interested in teaching at the college or university level, including community and technical colleges. Students learn a variety of instructional methods and techniques and ow to best apply them to different classroom settings, disciplines, and learning styles. Students will learn how to move from the “sage on the stage” to a “faculty as facilitator” model of teaching. Teaching and learning approaches discussed are supported by research and widely tested in practice. Innovative methods for engaging students in the learning process, including development of distance learning courses, collaborative learning, and team skill development will be discussed.
3 Credits
| M | T | W | Th | F | Sa | Su |
09/19: 09/19: 10/17: 10/17: 11/14: 11/14: 12/12: 12/12: |
09/20: 09/20: 10/18: 10/18: 11/15: 11/15: 12/13: 12/13: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42410
CoFlex:In Person&Online Sync | Lecture
St Paul: McNeely Hall 108
Online
Student affairs personnel are employed in a wide range of institutional types and functional areas. To function effectively in these settings, student affairs professionals must understand the purposes of higher education and the role of student affairs personnel in facilitating learning and personal development among students. Knowledge and appreciation of the history, philosophy, and theoretical underpinnings of the field, as well as current and emerging issues facing higher education are key to working as an educator in student affairs. This course is designed to introduce you to the student affairs profession and the higher education environment in which it functions.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42411
CoFlex:In Person&Online Sync | Lecture
St Paul: Murray-Herrick Campus Center 211
Online
This course explores and examines the differing and shared belief systems and practices between public and private higher education. Special attention will be given to moral reasoning and ethical frameworks, how power dynamics affect ethics in practice, authenticity and integrity, ethical dilemmas and issues and how these concepts are played out in the practice of implementing values based on educational experiences in the co-curriculum as practiced within the pluralistic nature of our society.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42412
CoFlex:In Person&Online Sync | Lecture
St Paul: McNeely Hall 233
Online
This course introduces the field of student affairs, its history, current context and future challenges and issues. Ethical, legal and developmental issues are examined in the practice of student affairs leadership. Students develop the capacity to imagine different structures and practices that would respond to current and future challenges within student affairs and its role within higher education.
3 Credits
| 09/03 - 10/22 | ||||||
| M | T | W | Th | F | Sa | Su |
09/03: 09/17: 10/01: 10/15: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42413
Online: Some Synchronous | Lecture
Online
This course is designed to accomplish three goals: analyze and pre-assess student experiences … The means by which this analysis is undertaken is important to success in the course. Students will analytically and critically reflect upon their own capabilities in reference to specific leadership competencies.
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:30 pm 7:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42414
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 403
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42415
Online: Asynchronous | 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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:30 pm 7:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42416
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
Instructor: TBD
This course examines the values that have shaped the leadership of education with a particular focus on ethics, social justice, lifelong learning and global perspectives. Students reflect on the accomplishments and dilemmas of present educational systems considering the past and decide on contributions they could make to improve the future of their institutions
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42417
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 402
Online
This course is designed to provide entry level student affairs staff with a basic understanding of the legal issues that they may confront so they are able to recognize the issues and act within the parameters of the law. Each graduate student is expected to: 1. Develop an understanding of the American legal system. 2. Develop an understanding of the legal liability of institutions of higher education and student affairs administrators. 3. Develop an understanding of the specific legal issues facing various functional areas within institutions of higher education. 4. Develop an understanding of how federal laws affect higher education. 5. Develop skills of analysis, synthesis, and communication (verbal and written) concerning issues and ideas salient to the legal aspects of student affairs and higher education. The purpose of this course is to provide students with an awareness of the legal issues which arise in student affairs and higher education. The course does not provide legal training or advice.
3 Credits
| 10/23 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42418
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 346
Online
Instructor: TBD
This course focuses on the leader's role in promoting faculty and staff education and improvement within a climate of high expectations and mutual support. The supervision and staff development strategies presented are grounded in adult learning theory and current research on teaching. Students practice team building, goal setting, observing and conferencing skills.
3 Credits
| 09/03 - 10/22 | ||||||
| M | T | W | Th | F | Sa | Su |
09/03: 09/17: 10/01: 10/15: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42419
Online: Some Synchronous | Lecture
Online
The purpose of this course is to examine the formal and informal processes for attaining MN licensure as Director of Special Education and receive instruction in the design of the professional portfolio and production / selection of appropriate documents for the licensure. This course introduces candidates to the competency-based licensure program and examines the relationship between Core licensure competencies in administrative licensure and the current licensure-specific competencies for Director and is based on the candidate's individual knowledge and skills.
1 Credits
| 10/23 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
11/05: 11/19: 12/03: 12/17: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42420
Online: Some Synchronous | Lecture
Online
The first practicum provides an overview of critical roles and responsibilities of a school principal. Students will be able to examine culture, climate, accessibility, and how a school functions to build rituals and routines within a larger organization. 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 575 or EDLD 576, or a State-approved teaching license
1 Credits
| 10/23 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
10/29: 11/12: 11/26: 12/10: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42422
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
| 09/03 - 10/22 | ||||||
| M | T | W | Th | F | Sa | Su |
09/10: 09/24: 10/08: 10/22: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42424
Online: Some Synchronous | Lecture
Online
The third practicum focuses on teacher assessment, professional responsibilities, and teacher self-reflection. Students review their post-assessment competencies and prepare for their exit panel interview. 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 833 or 853; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license
1 Credits
| 10/23 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42426
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Students examine how special education, gifted education, counseling services and other programs serving students with special needs can be integrated into the total curriculum. The course deals with the philosophical, historical and political foundations of special programs as well as with curriculum coordination, staff development, fiscal planning and other practical operational issues. It also deals with the ethical issues involved in responding to diverse student needs.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42839
CoFlex:In Person&Online Sync | Directed Course
Minneapolis: Opus Hall - Minneapolis 326
Online
In this course, major global issues appropriate for research are assigned to individuals or teams; fieldwork and data collection culminating in the development of an MA thesis and implementation strategy are highlighted. Students, instructors and experts from the field participate in seminars dealing with the proposals and their execution.
3 Credits
| 10/23 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
11/05: 11/19: 12/03: 12/17: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42421
Online: Some Synchronous | Lecture
Online
The first practicum provides an overview of critical roles and responsibilities of a special education director. This is a central office position which requires organizational oversight of special education program in a district. Students will be able to examine federal and state mandates related to inclusion practices and IDEA regulations. Students identify the competencies that they need to concentrate on during the first practicum. Candidates examine the primary role of a special education director through the pre-assessment with the university supervisor and onsite cooperating special education director. Additionally, students begin to understand how to work effectively with school principals. 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 575 or EDLD 576, or a State-approved teaching license
1 Credits
| 10/23 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
10/29: 11/12: 11/26: 12/10: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42423
Online: Some Synchronous | Lecture
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
| 09/03 - 10/22 | ||||||
| M | T | W | Th | F | Sa | Su |
09/10: 09/24: 10/08: 10/22: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42425
Online: Some Synchronous | Lecture
Online
Third practicum prepares students to collect their artifacts for their portfolio. Evidence should include effective leadership skills related to policy and law, organizational management, resource allocations, data practices, teacher observation, issues of equity, inclusion, and parental involvement. 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. The third practicum focuses on teacher assessment, professional responsibilities, and teacher self-reflection. Students review their post-assessment competencies and prepare for their exit panel interview. Prerequisites: EDLD 833 or 853; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42427
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
This course is an intersection of leadership and theories of difference. Philosophical, theoretical, and personal frameworks will be challenged and developed using multicultural/diversity and leadership lenses. Students will be invited to explore leadership within multicultural and global perspectives.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42428
Online: Some Synchronous | 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 third practicum course focuses on strategic planning for the school district. Prerequisites: EDLD 865 & EDLD 866
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42430
Online: Some Synchronous | Lecture
Online
This course is designed to help students gain knowledge and experience related to the various roles and responsibilities of an area or district superintendent. Historical and current concepts of the superintendency along with various theories of executive leadership are examined. Students explore authentic issues and challenges in school leadership and acquire professional knowledge and skills by completing "field-based modules" related to the areas of superintendent leadership and responsibility. The following areas are incorporated into field-based modules: leadership and district culture; policy and governance; communications and community relations; organizational management; curriculum planning and development; instructional management; human resource management; and values and ethics of leadership. The field- based modules incorporate the program requirements for superintendent licensure candidates as defined by Minnesota Rule 3512.0600.
3 Credits
| 09/03 - 10/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42432
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 344
Online
This course focuses on the development of social justice leaders in PK-12 or Higher Education leadership and administration. Student learn how to design program evaluation plans and assess program quality based on its “merit” (program effectiveness) and “worth” (value to community). Students use “improvement science” (Plan, Do, Study, Act) and inclusive evaluation approaches to ensure the results of program evaluation lead to social action. After identifying a critical issue affecting the quality of student learning, achievement and/or experience, students collaborate as social justice leaders to conduct a program evaluation on a critical issue and use improvement science to test new ideas. This course emphasizes authentic applications of theory and practice in PK-12, Higher Education, and community settings.
2 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm 5:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42433
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
This course presents qualitative, ethnographic and field methods in research and evaluation. It focuses on the foundations of qualitative methods, examples of qualitative research, conditions in which qualitative methods are appropriate and practice in using qualitative methods. Students gain firsthand experience in collecting data through participant observation and in-depth interviews and in analyzing data. The course examines issues of validity, access to data and confidentiality.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42435
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 403
Online
Students are given an opportunity to integrate what they have learned in the core courses, professional education and collateral area studies, as well as raise new issues. Narratives of leaders in biographies, novels and drama, as well as the student's own narrative of both the practice and study of leadership will be the integrating theme for this final core course. Leadership readings are assigned and discussed. Open to doctoral students only.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
09/06: 09/06: 09/20: 09/20: 10/04: 10/04: 10/18: 10/18: 11/01: 11/01: 11/15: 11/15: 12/06: 12/06: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42437
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
This course explores the social, cultural, and historical foundations of education. We will consider education as formal schooling at all levels and analyze the development of schooling as a social institution in relationship to broader social, cultural, and political economic relations from a historical perspective. We will learn about and apply major theoretical concepts which scholars of education have developed to understand the dialectical relationship between schooling and society.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40500
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40501
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42871
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40502
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40503
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40504
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40505
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40506
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40507
Dissertation/Thesis
Minneapolis: No Room
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40508
Dissertation/Thesis
Minneapolis: No Room
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42872
Dissertation/Thesis
Minneapolis: No Room
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40509
Dissertation/Thesis
Minneapolis: No Room
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40510
Dissertation/Thesis
Minneapolis: No Room
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40511
Dissertation/Thesis
Minneapolis: No Room
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40512
Dissertation/Thesis
Minneapolis: No Room
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40513
Dissertation/Thesis
Minneapolis: No Room
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40514
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40515
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42873
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40516
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40517
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40518
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40519
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40520
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40521
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40522
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42874
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40523
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40524
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40525
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40526
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40527
Dissertation/Thesis
Minneapolis: No Room
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40532
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40533
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 42875
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40535
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40536
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40537
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40538
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40539
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 40540
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 42346
In Person | Lecture
St Paul: Murray-Herrick Campus Center 305H
Requirements Met:
FYE Changemaking
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 42893
In Person | Lecture
St Paul: Brady Educational Center 111
Requirements Met:
School of Ed Transfer Course
This course will acquaint the prospective music teacher with the basic knowledge and skills of performance pedagogy of brass instruments which include proper embouchure, tone production, intonation, breathing, articulation, posture, and fingering patterns. Students will become familiar with the construction and operation of these instruments and be able to make minor repairs. The students will gain knowledge of representative beginning through grade 12 solo and ensemble repertoire from diverse periods and become acquainted with instructional materials for beginning, intermediate, and advance levels of students. Students will learn how to select instruments, mouthpieces, and other equipment appropriate for elementary and secondary instrumental pupils. Offered fall of odd years.
2 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 41379
In Person | Lecture
St Paul: Brady Educational Center 110
Requirements Met:
School of Ed Transfer Course
Contemporary music pedagogy for children in grades 3-5. 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 3-5 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: autoharp; pitched and unpitched percussion. Offered fall of odd numbered years. Prerequisite: EDUC 207
2 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 42347
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Instructor: TBD
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Communication Arts and Literature. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, 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. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: EDUC 336 Field Exp III: (5-12) Communications Arts & Literature.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 42350
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data-driven instruction decisions; lesson and unit planning; and curriculum and technology integration. The course includes a clinical experience. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 341 Field Experience III: 5-12 Mathematics.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 42352
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Requirements Met:
School of Ed Transfer Course
Instructor: TBD
This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data-driven instructional decisions; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 344 Field Experience III: 5-12 Science.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 42358
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data driven instructional decisions; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 346 Field Experience III: 5-12 Social Studies.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
1:35 pm |
1:35 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 42360
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
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 42362
In Person | Lecture
St Paul: Murray-Herrick Campus Center 305H
Requirements Met:
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43014
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42364
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a Professional? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 316
0 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42365
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and disposition 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? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 317
0 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42366
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 330, 332
0 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42367
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third 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? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 318
0 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42368
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? By Special permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 319
0 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42369
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice 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? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 380
0 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
11:20 am |
11:20 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 42370
In Person | Lecture
Minneapolis: Terrence Murphy Hall 150
Instructor: TBD
This course is Part I 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 literary 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: 210
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 41380
In Person | Lecture
St Paul: Brady Educational Center 111
Requirements Met:
School of Ed Transfer Course
Study of the physical structure of the vocal mechanism. Development of teaching techniques to promote life-long healthy singing, including appropriate vocal exercises and choral and solo repertoire; Special attention to unchanged child voice, adolescent changing voice, and adult singer. Offered fall semester of odd years.
2 Credits
| 09/03 - 10/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 40580
In Person | Directed Study
St Paul: Brady Educational Center
Requirements Met:
School of Ed Transfer Course
Study of the physical structure of the vocal mechanism. Development of teaching techniques to promote life-long healthy singing, including appropriate vocal exercises and choral and solo repertoire; Special attention to unchanged child voice, adolescent changing voice, and adult singer. Offered fall semester of odd years.
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
8:30 am |
8:30 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 42371
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
This course is Part II 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 research-based best practices in teaching 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. Prerequisites: EDUC 330, 332 and 350; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 371, 372, 373; or permission of Chair
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
12:45 pm |
12:45 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 42372
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. Prerequisites: EDUC 330, 332 and MATH 100, 121; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 370, 372, 373; or permission of chair
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
1:00 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 42373
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Instructor: TBD
This course is designed to prepare teachers who will effectively engage learners with science and help them have the skills for lifelong healthy, active living. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners 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. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 370, 371, 373; and permission of Chair
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
10:25 am |
10:25 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 42374
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Requirements Met:
Sustainability (SUST)
This course is designed to prepare teachers who will effectively engage learners with Social Studies and the Fine Arts. 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. Prerequisites: EDUC 330, 332 successful completion of Assessment II and admissions to advanced candidacy; concurrent registration with EDUC 337, 370, 371, and 372, or permission of Chair.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 42375
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
Instructor: TBD
This course is designed to prepare teachers who will effectively engage learners with the curriculum of World Languages and Cultures. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 12, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections to community resources; lesson and unit planning; and technology in education. By Special Permission Only. Prerequisites: EDUC 330, 332;successful completion of Assessment II and admission to advanced candidacy: concurrent registration with EDUC 347 Field Exp III: (5-12) World Languages and Cultures
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42377
In Person | No Classroom Required
Minneapolis: No Room
Residency in Teaching I is the first semester of a year-long residency placement in the elementary school. Teacher candidates will concurrently register for Year 4 education courses: EDUC 370 - Language Development, Literacy & Literature II, EDUC 371 - Teaching Elementary Mathematics, and EDUC 4xx - Inclusive Practices for Learning Variations. The early residency experience provides the opportunity for candidates to participate in the opening of the new academic year and to directly apply the knowledge and skills gained in the concurrent coursework. Extended periods of time in the field combined with reflective practice seminars build a cohesive link between on-campus coursework and the realities of the classroom. Residency in Teaching I is a part-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, and 3; 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.
2 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42378
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
09/06: 10/18: 12/06: |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 42379
Online: Some Synchronous | Lecture
Online
Requirements Met:
[Core] Signature Work
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42380
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42381
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 42382
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Reading (Grad Ed) (READ)
CRN: 42402
Online: Some Synchronous | Lecture
Online
Instructor: TBD
This course will help the teacher construct a framework for supporting/mediating content area literacy instruction. The course will focus on assisting teachers to develop a portfolio of methods, strategies and procedures for 1) diagnosing the reading ability of students within a target content area; 2) determining the readability of texts; 3) selecting appropriate classroom interventions to assist at-risk students' independent reading skills.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40534
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40489
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40528
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to learn to assess, evaluate, identify needs, develop goals and objectives, design intervention plans, monitor effectiveness and adjust programming for individuals with communication and social skill needs. This course provides an overview of typical social and communication development, as compared and contrasted to the delayed and disordered social and communication development of individuals who experience challenges, and the impact of communication and social differences on learning and behavior.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40541
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40670
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40529
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40647
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40490
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40542
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40546
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40543
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 42777
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40544
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40547
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40491
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
Instructor: TBD
The purpose of this course is to provide an overview of special education and specific categories of exceptionality and examine the theories, legal mandates, definitions, and terminology related to special education. This course provides characteristics of individuals with exceptionalities including but not limited to: gifted and talented, autism spectrum disorder, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, other health disorders, and speech and language disorders.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40545
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40671
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40530
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40531
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40672
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 42776
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 40919
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 403
Online
Instructor: TBD
The purpose of this course is to overview special education and specific exceptionalities and diversity. It will examine the theories, legal mandates, definitions, and terminology related to special education. This course provides information about characteristics of individuals with exceptionalities including but not limited to: gifted and talented, autism spectrum disorder, learning disabilities, emotional behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, other health disorders, and speech and language disorders.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 42351
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to learn to assess, evaluate, identify needs, develop goals and objectives, design intervention plans, monitor effectiveness and adjust programming for individuals with communication and social skill needs. This course provides an overview of typical social and communication development, as compared and contrasted to the delayed and disordered social and communication development of individuals who experience challenges, and the impact of communication and social differences on learning and behavior.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 42357
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 402
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 42359
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 402
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 42830
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 42345
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 402
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 42361
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
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.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 42363
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42383
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42384
Online: Some Synchronous | Lecture
Online
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.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42348
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Instructor: TBD
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Communication Arts and Literature. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12. 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. By Special Permission Only. Prerequisites: TEGR 530, 532; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: TEGR 536 Field Exp III: (5-12) Communication Arts & Literature.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42349
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Mathematics. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, 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. By Special Permission Only. Prerequisites: TEGR 530, 532; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: TEGR 541 Field Exp III: (5-12) Mathematics.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42354
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Instructor: TBD
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Science. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, 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. By Special Permission Only. Prerequisites: TEGR 530,532; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: TEGR 544 Field Exp III: (5-12) Science.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42356
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Social Studies. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, 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. By Special Permission Only. Prerequisites: TEGR 530, 532; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: TEGR 546 Field Exp III: (5-12) Social Studies.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
09/09: 09/23: 10/14: 11/11: 12/09: |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42385
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42386
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The 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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42387
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education Program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. 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 516. Grading: Satisfactory/Unsatisfactory
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42388
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. 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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42389
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The Univeristy of St. Thoms Teacher Education program utilizes a progression of structured, in-school field experiences to expand 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. Prerequisites: TEGR 512, 530 concurrent registration with TEGR 517. Grading: Satisfactory/Unsatisfactory.
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42390
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42391
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. 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. Prerequisites: TEGR 512, 530. Concurrent registration with TEGR 518. Grading: Satisfactory/Unsatisfactory.
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42392
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 poplulations. 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. Prerequisites: TEGR 512, 530 and concurrent registration with TEGR 519. Grading Satisfactory/Unsatisfactory.
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42393
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education Program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. 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 580. Grading: Satisfactory/Unsatisfactory.
1 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42394
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
Instructor: TBD
This course is designed to prepare teachers who will effectively engage learners with science and help them have the skills for lifelong healthy, active living. 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 and 532.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42395
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Instructor: TBD
This course is designed to prepare teachers who will effectively engage learners with Social Studies and Fine Arts. 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 and 532.
3 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42376
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
Instructor: TBD
This course is designed to prepare teachers who will effectively engage learners with the curriculum of World Languages and Cultures. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources;national and state standards, lesson and unit planning, and curriculum and technology integration. By Special Permission Only. Prerequisites: TEGR 530, 532; successful completion of Assessment II and admission to advance candidacy; Concurrent registration: TEGR 547 Field Exp III: (5-12) World Languages and Cultures.
4 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42396
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
Instructor: TBD
This course constitutes the integrative capstone experience for the Mathematics Education Certificate. This course focuses on current issues in mathematics education with topics selected based upon current research and state and national issues and trends. Building upon concepts learned in previous course work, candidates will complete a field based project. This course will integrate concepts learned in the first three courses in the certificate. Prerequisites: TEGR 640, 641 and 642
3 Credits
| 09/03 - 10/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42840
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 344
Online
This course, grounded in student-centered learning, is designed to develop knowledge and skills to plan, implement, and assess learning environments, engagements, and interactions. The course is designed around Multi-Tiered Systems of Support (MTSS), learning frameworks, and focuses on strategies to create healthy, positive, and engaging learning environments for all students with the goal of supporting student mental health.
3 Credits
| 10/23 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42841
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 344
Online
This course, grounded in research-based interventions and student-centered learning, is designed to address behaviors rooted in mental health challenges. Internalizing and externalizing behaviors are addressed. Mental health screeners, student data, and resource mapping are used to implement culturally responsive evidence-based instruction. Interventions are considered and evaluated to create safe learning environments that support student mental health. Prerequisite: GEGR 651
2 Credits
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42397
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42398
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42399
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42400
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
| 09/03 - 12/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 42401
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