Enrollment and waitlist data for current and upcoming courses refresh every 10 minutes; all other information as of 6:00 AM.
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 45284
Online: Asynchronous | Lecture
Online
Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.
3 Credits
| 11/02 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 46708
Online: Asynchronous | Lecture
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 45285
Online: Asynchronous | Lecture
Online
This course is for those who wish to use instructional technology in a more effective manner. The course will consider the use and evaluation of microcomputer-based learning systems, video systems, audio devices that have high potential for learning systems and effective combinations of the above systems in various learning environments. Each student will design, develop and evaluate an instructional or learning project that employs these techniques.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 45294
Online: Some Synchronous | Lecture
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
| 09/09 - 10/29 | ||||||
| M | T | W | Th | F | Sa | Su |
6:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 46735
Online: Some Synchronous | Directed Study
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
| M | T | W | Th | F | Sa | Su |
09/11: 10/09: 11/13: 12/04: |
09/12: 10/10: 11/14: 12/05: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 45295
Online: Some Synchronous | Directed Study
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 45296
Online: Some Synchronous | Lecture
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 46712
Online: Some Synchronous | Lecture
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 45885
Online: Some Synchronous | No Classroom Required
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.
1 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 44472
Online: Some Synchronous | Lecture
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions to a seminar that emphasizes the importance of reflective practice. Prerequisite: EDLD785
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 45397
Online: Some Synchronous | Directed Study
Online
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 46722
Online: Some Synchronous | Lecture
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 45297
Online: Some Synchronous | Lecture
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:00 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 46723
Online: Some Synchronous | Directed Study
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 47513
Online: Asynchronous | Directed Study
Online
The professional portfolio is the synthesis of learning and accomplishments of the educational leadership licensure student. Students demonstrate knowledge, experience or expertise in each of the five comprehensive goals for the degree program. Students choose the content themselves and offer a rationale for that selection. Portfolios are presented in a group setting. Prerequisites: All degrees requirements completed; permission of advisor.
1 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 47510
Online: Asynchronous | Directed Study
Online
| 09/09 - 10/29 | ||||||
| M | T | W | Th | F | Sa | Su |
09/19: 09/26: 10/17: 10/24: |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 47448
Online: Some Synchronous | Lecture
Online
| 11/02 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
6:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48695
Online: Some Synchronous | Lecture
Online
| M | T | W | Th | F | Sa | Su |
09/12: 09/19: 10/03: 10/17: 11/07: 11/21: 12/12: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 45542
Online: Some Synchronous | Lecture
Online
A comprehensive introduction to survey research, beginning with its philosophical premises. The course covers item construction, analysis and the integration of surveys with other data-collection techniques. Participants work with a common database but are encouraged to apply course principles to a survey project of their own. (This course assumes completion of CIED 500, EDLD 625, and EDLD 904.)
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 46040
Online: Some Synchronous | Directed Study
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
| M | T | W | Th | F | Sa | Su |
09/12: 09/26: 10/24: 11/07: 12/05: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 46733
Online: Some Synchronous | Lecture
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 45888
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: EDLD 920
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 44474
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48656
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48657
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48658
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 44475
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48659
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48660
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48661
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48662
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 44476
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48663
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48664
Dissertation/Thesis
Minneapolis: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 44477
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 and EDLD 921.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 48665
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 and EDLD 921.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 44478
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 46937
Online: Sync Distributed | Directed Study
Online
Requirements Met:
School of Ed Transfer Course
An introduction to pronunciation in multiple languages, utilizing the International Phonetic Alphabet (IPA). Special emphasis on the problems encountered by the singer. Offered fall of even years.
2 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
8:00 am |
8:00 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 45340
CoFlex:In Person&Online Sync | Lecture
St Paul: McNeely Hall 108
Online
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
8:00 am |
8:00 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 47769
CoFlex:In Person&Online Sync | Lecture
St Paul: McNeely Hall 108
Online
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 46938
In Person | Directed Study
St Paul: No Room
Requirements Met:
School of Ed Transfer Course
This course will acquaint the prospective instrumental music teacher with the basic knowledge and skills of performance pedagogy of percussion instruments which include proper technique, tone production, intonation, articulation, posture, and 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 and other equipment appropriate for elementary and secondary instrumental pupils. Offered fall of even years.
2 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 45849
CoFlex:In Person&Online Sync | Directed Study
Minneapolis: Opus Hall - Minneapolis 318
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
9:00 am |
||||||
Subject: Education (UG) (EDUC)
CRN: 45299
CoFlex:In Person&Online Sync | Directed Study
Minneapolis: Opus Hall - Minneapolis 323
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 45850
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 345
Requirements Met:
School of Ed Transfer Course
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 45300
CoFlex:In Person&Online Sync | Directed Study
Minneapolis: Opus Hall - Minneapolis 301
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
09/09 - 09/21: 10/05: 10/19 - 10/26: 11/09 - 12/22: |
09/09 - 12/22: |
|||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 45298
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Old Core Requirements Met:
UG Core Human Diversity
2020 Core Requirements Met:
Diversity/Soc Just
Other Requirements Met:
Family Studies Major Approved
Family Studies Minor Approved
This course is designed to equip prospective teachers with the knowledge, instructional practices, and dispositions to successfully manage diverse classrooms, using their understanding of multiple learning modalities and all types of diversity to promote all students' personal and academic achievement. The course engages candidates with issues such as race, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.
4 Credits
| M | T | W | Th | F | Sa | Su |
09/09 - 09/21: |
09/09 - 12/22: |
Subject: Education (UG) (EDUC)
CRN: 48102
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Old Core Requirements Met:
UG Core Human Diversity
2020 Core Requirements Met:
Diversity/Soc Just
Other Requirements Met:
Family Studies Major Approved
Family Studies Minor Approved
This course is designed to equip prospective teachers with the knowledge, instructional practices, and dispositions to successfully manage diverse classrooms, using their understanding of multiple learning modalities and all types of diversity to promote all students' personal and academic achievement. The course engages candidates with issues such as race, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 45301
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 47771
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
09/14: 10/26: 12/14: |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 46064
Online: Some Synchronous | Lecture
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 44285
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a 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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 46065
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a 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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 45841
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 316
0 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 44479
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. Prerequisite: EDUC 330, 332 and concurrent registration with EDUC 370
0 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 45842
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher 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 and concurrent registration with HLTH 351
0 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 44480
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 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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 44720
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 330, 332
0 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 45627
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 develop as a professional? Prerequisite: EDUC 330, 332 and concurrent registration with PHED 404 or HLTH 351
0 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 45843
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 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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 44482
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 44483
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 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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 46729
CoFlex:In Person&Online Sync | Directed Study
Minneapolis: Opus Hall - Minneapolis 318
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 47770
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
8:30 am |
8:30 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 45302
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Requirements Met:
Writing in the Discipline
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
8:30 am |
8:30 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 48108
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Requirements Met:
Writing in the Discipline
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
12:45 pm |
12:45 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 45303
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
12:45 pm |
12:45 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 48104
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
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
| M | T | W | Th | F | Sa | Su |
09/13 - 09/19: 09/20 - 09/26: 09/27 - 10/03: 10/04 - 10/10: 10/11 - 10/17: 10/18 - 10/24: 10/25 - 10/31: 11/01 - 11/07: 11/08 - 11/14: 11/15 - 11/21: 11/22 - 11/28: 11/29 - 12/05: 12/06 - 12/12: 12/13 - 12/19: 12/20 - 12/22: |
Subject: Education (UG) (EDUC)
CRN: 45304
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
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
| M | T | W | Th | F | Sa | Su |
09/13 - 09/19: 09/20 - 09/26: 09/27 - 10/03: 10/04 - 10/10: 10/11 - 10/17: 10/18 - 10/24: 10/25 - 10/31: 11/01 - 11/07: 11/08 - 11/14: 11/15 - 11/21: 11/22 - 11/28: 11/29 - 12/05: 12/06 - 12/12: 12/13 - 12/19: 12/20 - 12/22: |
Subject: Education (UG) (EDUC)
CRN: 48148
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
10:25 am |
10:25 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 45305
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
10:25 am |
10:25 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 48106
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 45306
CoFlex:In Person&Online Sync | Directed Study
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 46939
Online: Sync Distributed | Directed Study
Online
Requirements Met:
School of Ed Transfer Course
Contemporary music pedagogy for children in grades 9-12. Examination of goals, objectives, diverse music repertoire, spiral curriculum content and skill development, strategies, materials, and methods. Study of learning styles, developmental stages, and culturally sensitive materials. Designing lessons and classroom environments for effective music teaching and learning. Techniques for classroom management and discipline. National and state standards for music education relative to grades 9-12 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: advanced electronic applications, advanced arranging, non-traditional ensembles. Offered fall of even years.
2 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 44981
Online: Asynchronous | Directed Study
Online
This course examines the key aspects of understanding the role and relevance of technology in today's learning environment. The participants will develop the skills, knowledge, and strategies to effectively utilize instructional tools to facilitate teaching and learning activities. This course will provide resources to help educators develop 21st century skills to utilize technology for communication, collaboration, and creativity. Taken prior to or concurrently with EDUC 460 or 463.
2 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43924
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43925
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 46299
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 45646
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Reading (Grad Ed) (READ)
CRN: 46471
Blended Online & In-Person | Lecture
St Paul: McNeely Hall 229
This course develops knowledge and strategies in planning and teaching reading in grades K-6. Curriculum methods and organization of the reading program are explored in the context of best practices and professional reading standards. The course will present developmentally appropriate practices for Kindergarten through intermediate grades, current knowledge base of research, and recommendations for professional development.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 45889
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to exam the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
3 Credits
| 10/28 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 48632
Online: Some Synchronous | Directed Course
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 44715
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 46651
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 343
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 46652
Hyflex: Flexible Learning | Directed Study
Minneapolis: Opus Hall - Minneapolis 343
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 45890
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 45893
Hyflex: Flexible Learning | Directed Study
Minneapolis: Opus Hall - Minneapolis 343
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 46653
Hyflex: Flexible Learning | Directed Study
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 44716
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 450
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 44717
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 44718
Hyflex: Flexible Learning | Lecture
Minneapolis: Terrence Murphy Hall 355
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 45894
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 343
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 45345
Hyflex: Flexible Learning | Lecture
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 46650
Hyflex: Flexible Learning | Directed Study
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 45895
Hyflex: Flexible Learning | Lecture
Minneapolis: Terrence Murphy Hall 460
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
| 10/28 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 48633
Online: Some Synchronous | Lecture
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 46689
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 343
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.
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 46690
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 343
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 48598
Hyflex: Flexible Learning | Flexible Participation
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 48599
Hyflex: Flexible Learning | Flexible Participation
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 46691
Hyflex: Flexible Learning | Directed Study
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Special Education (UG) (SPUG)
CRN: 48596
Hyflex: Flexible Learning | Flexible Participation
Online
The purpose of this course is to examine the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 45897
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 343
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.
4 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 46692
Hyflex: Flexible Learning | Directed Study
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 45898
Hyflex: Flexible Learning | Lecture
Minneapolis: Terrence Murphy Hall 460
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45839
Online: Asynchronous | Lecture
Online
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education’s impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course is taken concurrently with TEGR 511, a guided, reflective, in-school field experience.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 44904
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 first field experience is a guided, reflective, in-school field experience that provides an opportunity for beginning teacher education candidates to explore schools, education, and teaching as well as their own motivation for choosing the profession of teaching. This field experience focuses on questions that begin a general exploration of the profession: What is a good school? What is a good education? What is good teaching? What filters and assumptions do I use in making these determinations? How can I maximize this opportunity to help me develop as a professional? Co-requisite: TEGR 510
0 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 46351
Online: Asynchronous | Lecture
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45286
Online: Some Synchronous | Directed Study
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
9:00 am |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45844
Online: Some Synchronous | Directed Study
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45287
Online: Some Synchronous | Directed Study
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45288
Online: Some Synchronous | Lecture
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
09/14: 10/26: 12/14: |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45289
Online: Asynchronous | Lecture
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45562
No Classroom Required
Other: No Room
The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching: Who are the learners and how do they learn? In what ways are they diverse? What general approaches can I use to meet each learner's needs? How can I maximize this opportunity to help me develop as a professional? Prerequisites: TEGR510, 511. Concurrent registration with TEGR530. Grading: Satisfactory/Unsatisfactory.
1 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 44448
No Classroom Required
Other: No Room
The University of St. Thomas Teacher Education Program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 516. Grading: Satisfactory/Unsatisfactory
1 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 44449
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 570. Grading: Satisfactory/Unsatisfactory
1 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45500
No Classroom Required
Other: 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 disposition 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? Prerequisites: TEGR 512, 530 and concurrent registration with HLTH 450. Grading: Satisfactory/Unsatisfactory
1 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45840
No Classroom Required
Other: No Room
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45501
No Classroom Required
Other: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45502
No Classroom Required
Other: No Room
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 44450
No Classroom Required
Other: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: TEGR 512, 530. Concurrent registration with TEGR 518. Grading: Satisfactory/Unsatisfactory.
1 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 44451
No Classroom Required
Other: 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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45503
No Classroom Required
Other: No Room
The University of St. Thomas Teacher Education Program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction. What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 580. Grading: Satisfactory/Unsatisfactory.
1 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 47459
Online: Asynchronous | Lecture
Online
This course is Part II of a two-course literary sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents research-based best practices in teaching reading for kindergarten, primary, and intermediate grades. This second course in the literacy sequence extends the foundations in language, assessment and interpretation of relevant data regarding literacy processes, and explorations into children's literature to classroom applications in composing processes (writer's workshop), assessment and evaluation as it informs teaching, planning and reflection, and interdisciplinary instruction. Participants will research critical issues in the field of literacy development. By Special Permission Only. Prerequisite: TEGR 550.
3 Credits
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45291
Online: Some Synchronous | Directed Study
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45292
Online: Some Synchronous | Directed Study
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45504
Online: Some Synchronous | Lecture
Online
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 44452
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 44453
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45845
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45846
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45847
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
| 09/09 - 12/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 45848
No Classroom Required
Minneapolis: No Room
This university supervised field experience provides the opportunity for students to demonstrate their classroom knowledge and skills relating to a new licensure endorsement area. Prerequisite: Permission of Department Chair.
2 Credits