Enrollment and waitlist data for current and upcoming courses refresh every 10 minutes; all other information as of 6:00 AM.
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 24081
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
02/06: 03/20: 05/08: |
||||||
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 24082
Online: Some Synchronous | 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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 25944
Online: Asynchronous | Lecture
Online
This course examines the theories, models and trends that inform the design of learning with technology. Participants will expand and apply their knowledge of instructional strategies, instructional design and technology principles to real-world problems as they explore current issues and innovative approaches related to instructional design and educational technology. They will partner with an educational organization to create a professional development plan and will develop online learning resources to help support this plan.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
02/18: 03/18: 04/22: 05/06: 05/20: |
||||||
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 25014
Online: Some Synchronous | Lecture
Online
This course focuses on the purposes and types of assessment used in school settings to understand and document student achievement. Course participants explore guiding principles for classroom assessment, articulate achievement targets, develop assessment methods, including performance assessment, portfolios, etc. aligned with achievement targets, and create effective methods for communicating about students' learning.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 24122
Online: Some Synchronous | Lecture
Online
This course explores the connections of theory and practice in administrative leadership and management of student affairs. Beginning with higher education finance and budget management, the course broadens to include the principles of supervision and management and their connections to professional standards and best practices. You will be provided the opportunity to practice leadership and management in your own department while also creating the partnerships needed within student affairs and with other faculty and staff colleagues.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23883
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23530
Online: Some Synchronous | Lecture
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions in a seminar that emphasizes the importance of reflective practice.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23531
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 24826
Online: Some Synchronous | Lecture
Online
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.
3 Credits
| 02/01 - 03/19 | ||||||
| M | T | W | Th | F | Sa | Su |
6:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26021
Online: Some Synchronous | Lecture
Online
This course focuses on the leader's role in promoting faculty and staff education and improvement within a climate of high expectations and mutual support. The supervision and staff development strategies presented are grounded in adult learning theory and current research on teaching. Students practice team building, goal setting, observing and conferencing skills.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 24083
Online: Some Synchronous | Lecture
Online
This course focuses on the background assumptions that shape both student learning and development. A variety of learning and human development theories will be explored. The course examines how students learn and construct meaning and create knowledge. Further, it explores theories and models on how to facilitate the development of a student-centered integrated learning environment.
3 Credits
| 03/22 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
6:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26097
Online: Some Synchronous | Lecture
Online
This course emphasizes the responsibility of educators to be attentive to the ethical aspects of relationships and decisions, including those made in the name of the institution. The need for an ethical commitment based on human worth and dignity is stressed. A case-study approach is used to surface ethical issues.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 24119
Online: Some Synchronous | Lecture
Online
This course examines strategies for analyzing and dealing with conflict between individuals and groups, effective communication processes and decision-making strategies. The theoretical foundations of particular strategies are emphasized. Students use case studies, simulations and exercises to practice problem analysis and resolution, negotiation, and collaborative relationship and team building.
3 Credits
| M | T | W | Th | F | Sa | Su |
02/05: 03/05: 04/09: 05/07: |
02/06: 03/06: 04/10: 05/08: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 24120
Online: Some Synchronous | Lecture
Online
This is the capstone course for the leadership in student affairs concentration in the master's program in educational leadership. It integrates the coursework and experiences into a systemic view of student affairs and higher education and the practitioner's role in optimizing the student learning experience. It focuses on strategies for influencing organizational culture in order to provide an enriched integrated learning experience for the college student.
3 Credits
| 03/22 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26022
Online: Some Synchronous | Lecture
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
| 02/01 - 03/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26020
Online: Some Synchronous | Directed Study
Online
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 24121
Online: Some Synchronous | Lecture
Online
This course presents qualitative, ethnographic and field methods in research and evaluation. It focuses on the foundations of qualitative methods, examples of qualitative research, conditions in which qualitative methods are appropriate and practice in using qualitative methods. Students gain firsthand experience in collecting data through participant observation and in-depth interviews and in analyzing data. The course examines issues of validity, access to data and confidentiality.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 24123
Online: Some Synchronous | Directed Study
Online
In this course, students will learn various types of data analysis. The course addresses such issues as coding, data analysis, content analysis, and alternative approaches to analyzing and writing about research data. Students will have the opportunity to analyze their own data collected from their own research studies. Prerequisite: EDLD 904
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
9:00 am |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 25902
Online: Some Synchronous | Lecture
Online
This course engages students in an exploration of the intersections of critical theories, social justice, and leadership in education. Readings, written reflections, and class discussions provide an opportunity for participants to understand more deeply how social identities inform perspectives, professional practices, and leadership styles. Students interrogate identity development models and concepts of inclusivity, allyship, and multiculturalism through a critical lens. Students use various theories, such as feminist theory, critical race theory, gender theories, and queer theory to examine their role and participation in educational institutions and communities.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 25019
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23539
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26817
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26937
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23540
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26818
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26938
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23541
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26819
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26820
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26821
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26866
Dissertation/Thesis
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23542
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26822
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26823
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26824
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26825
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23543
Continuing Enrollment
Minneapolis: No Room
Instructor: TBD
Doctoral students must maintain continuous enrollment from time of admission until completion of dissertation. During any semester in which a student is not registered for a regular course, he/she must register for and pay special tuition for EDLD 928 (Permits validation of student ID).
0 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26826
Continuing Enrollment
Minneapolis: No Room
Doctoral students must maintain continuous enrollment from time of admission until completion of dissertation. During any semester in which a student is not registered for a regular course, he/she must register for and pay special tuition for EDLD 928 (Permits validation of student ID).
0 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 26867
Continuing Enrollment
Minneapolis: No Room
Doctoral students must maintain continuous enrollment from time of admission until completion of dissertation. During any semester in which a student is not registered for a regular course, he/she must register for and pay special tuition for EDLD 928 (Permits validation of student ID).
0 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 25699
In Person | Lecture
St Paul: Brady Educational Center LL03
Requirements Met:
School of Ed Transfer Course
Contemporary music pedagogy for children in pre-Kindergarten through Grade 2. Examination of goals, objectives, diverse music repertoire, spiral curriculum content and skill development, strategies, materials, and methods. Study of learning styles, developmental stages, and culturally sensitive materials. Designing lessons and classroom environments for effective music teaching and learning. Techniques for classroom management and discipline. National and state standards for music education relative to Grades pre K-2 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: soprano recorder and lap dulcimer. Offered spring of odd numbered years. Taken concurrently with MUSC 341.
2 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 24093
CoFlex:In Person&Online Sync | Lecture
St Paul: Owens Science Hall 150
Requirements Met:
CommGood/Changemaking
FYE Changemaking
FYE Social Justice
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 24221
CoFlex:In Person&Online Sync | Lecture
St Paul: John Roach Center 247
Requirements Met:
CommGood/Changemaking
FYE Changemaking
FYE Social Justice
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 26554
In Person | Lecture
St Paul: Brady Educational Center LL30A
Requirements Met:
School of Ed Transfer Course
Teaching Techniques for the String Family: The teaching-techniques courses are designed to acquaint the prospective instrumental teacher with the fundamental principles underlying the correct playing of wind, percussion and string instruments. Basic concepts important in teaching others to play these instruments are stressed. The uses and merits of a variety of method books are discussed as they pertain to lesson and unit planning. Solo and ensemble literature also are covered. Students will learn how to select instruments, mouthpieces and other equipment appropriate for elementary and secondary instrumental pupils. Offered spring of odd years.
2 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 24138
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 24137
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 23315
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 24443
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 23981
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 330, 332
0 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 23534
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 26896
Online: Some Synchronous | Directed Study
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 24140
CoFlex:In Person&Online Sync | Directed Course
Minneapolis: Opus Hall - Minneapolis 318
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 24141
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Requirements Met:
Writing in the Discipline
This course is designed to equip prospective teachers with knowledge, skills and attitudes for assisting grades 5-12 students to effectively gain knowledge from content-area written media. Campus and school-site experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. Emphasis is on supporting students' academic achievement through research-based, differentiated strategies for teaching content through reading materials such as textbooks, written directions, newspapers, graphs/charts/maps, and manuals. Prerequisite: 210
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
02/06: 03/20: 05/08: |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 23799
Online: Some Synchronous | Lecture
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
02/19: 03/19: 04/16: 05/14: |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 23442
Blended Online & In-Person | Lecture
Minneapolis: Terrence Murphy Hall 260
Online
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.
10 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 23443
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.
10 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 23444
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.
10 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 26841
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
| 03/22 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Reading (Grad Ed) (READ)
CRN: 26773
Online: Some Synchronous | Lecture
Online
This survey course presents a critical review and analysis of the fields of classical and, most significantly, current research in reading. Literacy research will be examined for source, design, implications, and classroom application. Additionally, sound principles in assessing, analyzing, and evaluating reading curriculum, and application of informed analysis for advising and implementing reading curricular and instructional decisions based on data will be explored. Finally, in light of current research and best practice, elements crucial to the administration of a comprehensive literacy program will be examined.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Reading (Grad Ed) (READ)
CRN: 25090
CoFlex:In Person&Online Sync | Lecture
St Paul: McNeely Hall 110
The student will examine the nature of reading problems, formal and informal approaches to diagnosis, current assessment practices, the development of reading programs for specific needs, and application of specific strategies to instructional settings.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 24842
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
Emily Virant, Heidi Springborg
The purpose of this course is to exam the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 25765
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Lynn Stansberry Brusnahan, Susan Wolff-Given
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 23654
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 301
The purpose of this course is to provide a practicum in an educational setting working with a range of students with autism spectrum disorder (ASD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 24084
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 25774
Hyflex: Flexible Learning | Directed Course
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 24342
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 24085
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 25780
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm 5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 23655
Hyflex: Flexible Learning | Lecture
Minneapolis: No Room
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm 5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 23656
Hyflex: Flexible Learning | Lecture
Minneapolis: No Room
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 24841
Hyflex: Flexible Learning | Directed Course
Minneapolis: In Person
Online
The purpose of this course is to facilitate development of effective teaching skills for professionals in Early Childhood Special Education (ECSE), birth-6 with an emphasis on using evaluation and assessment information to plan developmentally appropriate individualized programs in the least restrictive environment (LRE) for children with a variety of disabling conditions. This course provides an emphasis on activity and play-based intervention and special methods for use with children with motor, sensory, health, communication, social-emotional and/or cognitive disabilities.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm 5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 23658
Hyflex: Flexible Learning | Lecture
Minneapolis: No Room
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm 5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 23659
Hyflex: Flexible Learning | Lecture
Minneapolis: No Room
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 24196
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 23660
Hyflex: Flexible Learning | Lecture
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with students with learning disabilities that addresses competencies for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience. Prerequisites: Satisfactory completion of fieldwork experiences.
2 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 25766
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Lynn Stansberry Brusnahan, Susan Wolff-Given
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 24343
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 25777
Hyflex: Flexible Learning | Directed Course
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 25764
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 25772
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 25781
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 25889
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
The purpose of this course is to facilitate development of effective teaching skills for professionals in Early Childhood Special Education (ECSE), birth-6 with an emphasis on using evaluation and assessment information to plan developmentally appropriate individualized programs in the least restrictive environment (LRE) for children with a variety of disabling conditions. This course provides an emphasis on activity and play-based intervention and special methods for use with children with motor, sensory, health, communication, social-emotional and/or cognitive disabilities.
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 25763
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
Emily Virant, Heidi Springborg
The purpose of this course is to examine the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 24345
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.
4 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 24359
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 24360
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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
02/03: 03/17: 05/12: |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 24087
Online: Some Synchronous | 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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 23550
No Classroom Required
Minneapolis: No Room
The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching: Who are the learners and how do they learn? In what ways are they diverse? What general approaches can I use to meet each learner's needs? How can I maximize this opportunity to help me develop as a professional? Prerequisites: TEGR510, 511. Concurrent registration with TEGR530. Grading: Satisfactory/Unsatisfactory.
1 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 23551
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 570. Grading: Satisfactory/Unsatisfactory
1 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 23552
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. 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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 26645
No Classroom Required
Minneapolis: No Room
Instructor: TBD
1 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 23553
No Classroom Required
Minneapolis: No Room
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 24088
CoFlex:In Person&Online Sync | Directed Course
Minneapolis: Opus Hall - Minneapolis 321
Survey of contemporary adolescent literature; exploration of ways in which this literature meets the reading interests and needs of adolescents; emphasis on developing familiarity with literature read by adolescents; methods and programs to stimulate reading interest and practice.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 24089
Online: Some Synchronous | Directed Study
Online
This course is Part 1 of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents developmentally appropriate practice for kindergarten, primary, and intermediate grades, the current knowledge base of research, and recommendations for professional development. As the introductory course in literacy, it focuses on language development, assessment and interpretation of relevant data regarding literacy processes, and serves as the knowledge base for understanding curricular development in and applications for literacy in the elementary classroom. Participants will research critical issues in the field of literacy development. Prerequisite: TEGR 510.
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 24090
Online: Some Synchronous | 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
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
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Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 24091
Online: Some Synchronous | Directed Study
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. Prerequisite: TEGR 530, 532 and MATH 100, 121. Corequisite: TEGR 537
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
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Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 24092
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
The course is designed to equip prospective teachers with knowledge, skills and attitudes for assisting grades 5-12 students to effectively gain knowledge from content-area written media. Campus and school-site experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. Emphasis is on supporting students' academic achievement through research-based, differentiated strategies for teaching content through reading materials such as textbooks, written directions, newspapers, graphs/charts/maps, and manuals. Prerequisite: TEGR 510
3 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 23532
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 23554
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 23555
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 23556
No Classroom Required
Minneapolis: No Room
As the culminating experience of the graduate teacher licensure program, student teaching provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars encourage students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Student teaching is a full-time commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all other required licensure coursework, Unconditional Admission to the Teacher Education Program, Admission to student teaching. Extended time for multiple experiences.
9 Credits
| 02/01 - 05/21 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 23557
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