Enrollment and waitlist data for current and upcoming courses refresh every 10 minutes; all other information as of 6:00 AM.
| 05/27 - 07/09 | ||||||
| M | T | W | Th | F | Sa | Su |
6:15 pm |
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Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 30393
Online: Synchronous
Online
Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.
3 Credits
| 05/27 - 07/09 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 30482
Online: Synchronous
Online
Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 30486
Directed Study
Online
Course participants will examine their racial and cultural identities through a research-based assessment tool and address personal biases that impact student learning and their instruction. The pedagogy of educational equity, culturally responsible teaching, and inclusive practices will be applied to the student learning environment, planning for instruction, and partnering with families and colleagues. Participants will learn effective cross cultural and interracial communication skills, inclusive practices, and how to translate their learning into equitable practices that impact effective learning for all students.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30379
Directed Study
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions in a seminar that emphasizes the importance of reflective practice.
3 Credits
| 05/27 - 07/09 | ||||||
| M | T | W | Th | F | Sa | Su |
6:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30481
Online: Synchronous
Online
Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.
3 Credits
| 07/13 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
6:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30485
Online: Synchronous
Online
This course covers federal, state and local support of education; analysis of various revenue-raising alternatives; a study of the trends in receipts and expenditures for education; and the Minnesota financial accounting and reporting systems.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
07/20 - 07/24: |
07/20 - 07/24: |
07/20 - 07/24: |
07/20 - 07/24: |
07/20 - 07/24: |
||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30537
Online: Synchronous
Online
This course introduces students to paradigmatic assumptions that underlie various traditions, with an eye toward helping students conceptualize research problems, develop researchable questions, and select appropriate research methods to respond to those questions. In this course, students examine how ontological, epistemological, and methodological assumptions shape research in education. The traditions of inquiry discussed in this class will help students understand the underlying assumptions about knowledge and knowledge production that lead to similarities and differences within and across qualitative and quantitative approaches to research.
3 Credits
| 05/27 - 07/09 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
5:30 pm |
|||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30381
Directed Study
Online
Students in this course explore writings of feminist scholars who offer a foundation of history, language and concepts that can be used to critique the androcentric, racist world views that have shaped many prevailing notions of leadership, power and change in education. Students study works by feminists who specifically address issues in educational leadership.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30690
Directed Study
Online
| 05/27 - 07/09 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30397
Online: Synchronous
Online
The topics course will vary each semester and will provide in-depth study of particular issues, concerns and trends in education.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
07/27 - 07/30: |
06/02: 06/16: 06/30: 07/14: 07/27 - 07/30: 07/28 - 07/31: 07/28: 08/04: |
07/27 - 07/30: |
07/28 - 07/31: |
07/28 - 07/31: |
06/06: |
|
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30382
Online: Synchronous
Online
Students explore leadership development and collaborative educational improvement through the underlying theory and practical application of psychological type, emotional intelligence, and theories of change. This course serves two purposes: (1) cohort formation, and (2) the use of theory, scholarship, and practice (tacit) knowledge to analyze educational dilemmas and make educational change. Students become members of a leadership/research team and investigate and analyze a case study involving an educational dilemma. After identifying root causes, students examine and critique underlying assumptions regarding problem definition and solution(s) using the lens of social justice, and apply adult learning and change theory to identify the opportunities for leadership and potential barriers to implementing change.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
07/27 - 07/29: |
06/09: 06/23: 07/07: 07/21: 08/11: |
07/27 - 07/29: |
07/27 - 07/31: 07/30: |
07/27 - 07/31: |
06/06: 08/15: |
|
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30383
Online: Synchronous
Online
This course emphasizes the importance of learning how to access, read, review/critique, and summarize scholarly literature in education as an entry point in acquiring the knowledge, skills, and habits of scholars who later engage in research. Students learn strategies regarding how to critically read and evaluate literature. This understanding leads to knowledge about the results of educational research, and also the different methods of inquiry employed. Students become members of research teams and co-write a review of literature on an assigned research question. Students then consider and apply educational philosophy and theory to analyze and interpret review findings. Students gain knowledge and skills with regard to forming an argument, using APA style, and judging the merit of scholarly studies using established criteria in the field.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30398
Directed Study
Online
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.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30647
Dissertation/Thesis
Online
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30648
Dissertation/Thesis
Online
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30703
Dissertation/Thesis
Minneapolis: No Room
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30649
Dissertation/Thesis
Online
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 30650
Dissertation/Thesis
Online
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 and EDLD 921.
3 Credits
| 07/13 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
9:00 am |
||||||
Subject: Education (UG) (EDUC)
CRN: 30550
Online: Synchronous
Online
This course will focus on an overview of current P-12 engineering education programs; exploration of pedagogy; and content; links to national and State Academic Standards; and a survey of assessment mechanisms that evaluate impact of classroom initiatives. A variety of delivery modes will be used to introduce students to methods and to educators who have successfully introduced engineering into a wide variety of classes across several disciplines. Engineering resources for teachers will be presented and discussed. A final project is required, in which students create a unit or module focused on a hands-on engineering activity for P-12 students in their licensure area.
4 Credits
| 05/27 - 07/09 | ||||||
| M | T | W | Th | F | Sa | Su |
1:00 pm |
1:00 pm |
|||||
Subject: Reading (Grad Ed) (READ)
CRN: 30532
Online: Synchronous
Online
This course is designed to explore the theory and practice of curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and school experiences will emphasize the importance of teaching in an integrated manner to students of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten and primary grades, the current knowledge research base, and recommendations for professional development. It will focus on language development and literacy processes as a foundation for understanding curricular development and applications for literacy in the elementary classroom.
3 Credits
| 07/13 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
1:00 pm |
1:00 pm |
|||||
Subject: Reading (Grad Ed) (READ)
CRN: 30533
Online: Synchronous
Online
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
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
6:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30415
Flexible Participation
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
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
6:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30418
Flexible Participation
Online
Lynn Stansberry Brusnahan, Susan Wolff-Given
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
4:45 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30408
Flexible Participation
Online
The purpose of this course is to develop professional practices including developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families, and community members; applying collaboration practices when co-teaching, consulting, developing interagency agreements, and supervising paraprofessionals; and utilizing current educational technology in the classroom to impact student learning. This course provides these professional practices in the context of program planning and implementation for students receiving special education services.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
4:45 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30411
Online: Synchronous
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30654
Directed Study
Online
A practicum in a family, hospital, educational and/or community-based setting with infants and toddlers who have disabilities and their families. This experience requires planning, assessing and providing early intervention services and developing skills in assessment and evaluation. Students are expected to demonstrate competence in partnering with families in home and/or educational settings. Includes documentation of practical experiences gleaned from the student's licensure program. ECSE License candidates must take two clinical practica (SPED 735 and SPED 741). This SPED 735 practicum should be taken for 2 credits and take SPED 737 Seminar concurrent with this.
2 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30655
Directed Study
Online
This seminar occurs during the same semester as SPED 735 Clinical Practice Early Intervention. Candidates apply knowledge and skills of teaching and learning for young children with disabilities and their families. This interactive ECSE Seminar provides specific guided support around topics and instructional strategies unique to work with infants, toddlers, preschoolers and their families. Seminar assignments are aligned with early childhood special education clinical practice requirements and responsibilities. Concurrent registration with SPED 735.
1 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
6:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30410
Directed Study
Online
The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.Â
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
4:45 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30409
Flexible Participation
Online
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
| 05/27 - 07/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:45 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30487
Directed Study
Online
The purpose of this course is to provide a detailed discussion of normal gross motor, fine motor, oral motor and sensory development, followed by examination of the implications of the development of abnormal movement, sensory dysfunction, and augmentative and alternative communication (AAC). This course provides current positioning and handling theories and techniques and feeding interventions along with an overview of sensory defensiveness and optimal arousal states critical to successful learner performance. Practicum experience with classmate partners and children with physical or sensory impairment includes transfer and lifting techniques and equipment usage. . This course includes an examination of the principles and procedures involved in AAC assessment as well as practical guidance on designing and implementing intervention strategies that meet AAC needs and improve the lives of individuals who have severe communication disorders.
3 Credits
| 05/27 - 07/23 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 30413
Directed Study
Online
The purpose of this course is to examine philosophies, perspectives, methods and materials for supporting the learning of students with developmental disabilities who have extensive or pervasive needs for support. This course provides learning characteristics, curricular approaches and models, systematic instructional strategies, adaptations, friendships and other natural support networks, self-determination, use of technology, planning for transition and potential services for adults.
3 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
6:00 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 30673
Flexible Participation
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
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
6:00 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 30674
Flexible Participation
Online
Lynn Stansberry Brusnahan, Susan Wolff-Given
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
4 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
4:45 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 30547
Flexible Participation
Online
The purpose of this course is to develop an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, paraprofessionals, students, families, and community members. Students will explore the fundamentals of collaboration; applications of collaboration related to consultation, interagency agreements, team membership, staff development, and co-teaching; and the pragmatic aspects of collaboration. Students will have the opportunity to develop the personal and interpersonal skills necessary to be an effective collaborative partner in meeting diverse students needs. Prerequisite: SPUG 450
4 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
4:45 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 30548
Online: Synchronous
Online
Provides an overview to the disabilities of autism spectrum disorder, developmental disabilities including developmental cognitive disabilities, emotional or behavioral disorders, specific learning disabilities and other health disorders. Definitions, eligibility criteria, characteristics, etiology and family and community supports and resources. Students will use this fundamental information and apply to IEP development, use of assistive technology and contemporary issues in the field. Prerequisite: SPUG 450
4 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
6:00 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 30676
Flexible Participation
Online
The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.
4 Credits
| 05/27 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
4:45 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 30549
Flexible Participation
Online
Provides an overview of special education and specific categories of exceptionality. Examines the theories, legal mandates, definitions and terminology related to special education. Characteristics of individuals with exceptionalities are explored. These include but are not limited to: gifted and talented, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, speech and language disorders.
4 Credits
| 05/27 - 07/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:45 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 30675
Flexible Participation
Online
The purpose of this course is to provide a detailed discussion of normal gross motor, fine motor, oral motor and sensory development, followed by examination of the implications of the development of abnormal movement, sensory dysfunction, and augmentative and alternative communication (AAC). This course provides current positioning and handling theories and techniques and feeding interventions along with an overview of sensory defensiveness and optimal arousal states critical to successful learner performance. Practicum experience with classmate partners and children with physical or sensory impairment includes transfer and lifting techniques and equipment usage. . This course includes an examination of the principles and procedures involved in AAC assessment as well as practical guidance on designing and implementing intervention strategies that meet AAC needs and improve the lives of individuals who have severe communication disorders.
4 Credits
| 05/27 - 07/23 | ||||||
| M | T | W | Th | F | Sa | Su |
4:45 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 30677
Flexible Participation
Online
The purpose of this course is to examine philosophies, perspectives, methods and materials for supporting the learning of students with developmental disabilities who have extensive or pervasive needs for support. This course provides learning characteristics, curricular approaches and models, systematic instructional strategies, adaptations, friendships and other natural support networks, self-determination, use of technology, planning for transition and potential services for adults.
4 Credits
| 05/27 - 07/09 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 30488
Online: Synchronous
Online
This course is designed to equip prospective teachers with the knowledge, instructional practices, and dispositions to successfully manage culturally diverse classrooms, using their understanding of multiple learning styles to promote all students' personal and academic achievement. The course engages candidates with issues such as race, class, gender, oppression, and discrimination while examining the crucial role of educators in influencing positive, systemic change for social justice. Fulfills Minnesota Human Relations requirement.
3 Credits
| 07/13 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
9:00 am |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 30395
Online: Synchronous
Online
This course will focus on an overview of current P-12 engineering education programs, exploration of pedagogy and content, links to national and State Academic Standards, and a survey of assessment mechanisms that evaluate impact of classroom initiatives. A variety of delivery modes will be used to introduce students to methods and to educators who have successfully introduced engineering into a wide variety of classes across several disciplines. Engineering resources for course participants will be presented and discussed. A final project is required, in which practicing educators and education students create a unit or module focused on a hands-on engineering activity for P-12 educators in their licensure area.
3 Credits
| 05/27 - 07/09 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 30489
Online: Asynchronous
Online
This course is Part 1 of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents developmentally appropriate practice for kindergarten, primary, and intermediate grades, the current knowledge base of research, and recommendations for professional development. As the introductory course in literacy, it focuses on language development, assessment and interpretation of relevant data regarding literacy processes, and serves as the knowledge base for understanding curricular development in and applications for literacy in the elementary classroom. Participants will research critical issues in the field of literacy development. Prerequisite: TEGR 510.
3 Credits
| 07/13 - 08/20 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 30484
Online: Asynchronous
Online
This section is reserved for special education students only. If you are a special education student and having trouble registering for this course, please contact kelsie.edwards@stthomas.edu.
3 Credits
| 05/27 - 06/23 | ||||||
| M | T | W | Th | F | Sa | Su |
06/01 - 06/08: 06/15: 06/22: |
06/16: 06/23: |
06/17: |
06/18: |
|||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 30498
Online: Synchronous
Online
This course is designed to help classroom teachers understand how to teach conceptual understandings of mathematics traditionally taught in P-12 classrooms. Teachers will learn to analyze and attend to student thinking to improve mathematics instruction.
3 Credits