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CIED: Curric & Instr (Grad Ed)

500-20
Princ of Educ Research
 
See Details
D. Orzolek
 
TBD
25/10/0
Lecture
CRN 43123
3 Cr.
Size: 25
Enrolled: 10
Waitlisted: 0
M T W Th F Sa Su
   

09/07:
5:00 pm
7:30 pm
Online

11/02:
5:00 pm
7:30 pm
Online

12/21:
5:00 pm
7:30 pm
Online

       

Subject: Curric & Instr (Grad Ed) (CIED)

CRN: 43123

Online: Some Synchronous | Lecture

Online

  Douglas Orzolek

Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

3 Credits

532-01
Curriculum, P-16
 
Online
L. Payne
 
10/27 - 12/21
25/18/0
Lecture
CRN 43141
3 Cr.
Size: 25
Enrolled: 18
Waitlisted: 0
10/27 - 12/21
M T W Th F Sa Su
             
+ asynchronous coursework

Subject: Curric & Instr (Grad Ed) (CIED)

CRN: 43141

Online: Asynchronous | Lecture

Online

  Lucy Payne

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

551-01
Learning Design with Tech
 
Online
C. Chou
 
09/07 - 12/21
25/25/0
Lecture
CRN 43155
3 Cr.
Size: 25
Enrolled: 25
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             
+ asynchronous coursework

Subject: Curric & Instr (Grad Ed) (CIED)

CRN: 43155

Online: Asynchronous | Lecture

Online

  Chien-Tzu Chou

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

670-M1
Assessment for Learning
 
Blended
K. Chien
 
09/07 - 12/21
25/21/0
Lecture
CRN 43966
3 Cr.
Size: 25
Enrolled: 21
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

09/13:
5:30 pm
7:00 pm
MCH 110

09/27:
5:30 pm
7:00 pm
Online

10/18:
5:30 pm
7:00 pm
Online

11/08:
5:30 pm
7:00 pm
Online

11/29:
5:30 pm
7:00 pm
Online

12/13:
5:30 pm
8:00 pm
MCH 110

         
+ asynchronous coursework

Subject: Curric & Instr (Grad Ed) (CIED)

CRN: 43966

Blended Online & In-Person | Lecture

St Paul: McNeely Hall 110
     (Common Good capacity: 40 participants)

Online

  Khrisslyn Chien

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

EDLD: Ed. Leadership (Grad Ed)

621-01
Resrch Dsgn/Analys/Crit I
 
See Details
J. Sommers
 
09/07 - 12/21
25/11/0
Lecture
CRN 43012
3 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

4:30 pm
7:00 pm
MOH 419

         

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43012

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 419
     (Common Good capacity: 34 participants)

Online

  Jayne Sommers

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

703-01
Introduction-Student Affairs
 
See Details
J. Sommers
 
09/07 - 12/21
25/6/0
Lecture
CRN 43006
3 Cr.
Size: 25
Enrolled: 6
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
       

09/09:
4:30 pm
8:30 pm
MOH 326

10/07:
4:30 pm
8:30 pm
MOH 326

11/11:
4:30 pm
8:30 pm
MOH 326

12/09:
4:30 pm
8:30 pm
MOH 326

09/10:
9:00 am
4:00 pm
MOH 326

10/08:
9:00 am
4:00 pm
MOH 326

11/12:
9:00 am
4:00 pm
MOH 326

12/10:
9:00 am
4:00 pm
MOH 326

 

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43006

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 326
     (Common Good capacity: 30 participants)

Online

  Jayne Sommers

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

707-01
Intro to Higher Educ
 
See Details
V. Klobassa
 
09/07 - 12/21
25/8/0
Lecture
CRN 43005
3 Cr.
Size: 25
Enrolled: 8
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

4:30 pm
7:00 pm
MOH 326

           

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43005

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 326
     (Common Good capacity: 30 participants)

Online

  Vern Klobassa

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

731-20
Plan/Admin of Spec Educ
 
See Details
K. Wilson
 
09/07 - 10/26
25/6/0
Lecture
CRN 43013
3 Cr.
Size: 25
Enrolled: 6
Waitlisted: 0
09/07 - 10/26
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 318

       

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43013

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Online

  Kelly Wilson

The purpose of this course is to develop leadership skills and competencies for careers in the administration of special education programs. The course focuses and builds on the Minnesota Board of School Administrators competencies and the Director of Special Education license core skills including implementation of policy and law; organizational management; and resource allocation.

3 Credits

760-01
Future Trends-Stu Affairs
 
See Details
L. Fulton
 
09/07 - 12/21
25/7/0
Lecture
CRN 43009
3 Cr.
Size: 25
Enrolled: 7
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 403

       

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43009

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 403
     (Common Good capacity: 30 participants)

Online

  Leah Fulton

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

770-20
Pre-Assessment: Principal
 
See Details
G. Martin
 
09/07 - 10/26
25/11/0
Lecture
CRN 43042
1 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
09/07 - 10/26
M T W Th F Sa Su
   

7:30 pm
9:00 pm
MOH 417

       

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43042

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 417
     (Common Good capacity: 30 participants)

Online

  Gregory Martin

This course is designed to accomplish three goals: analyze and pre-assess student experiences … The means by which this analysis is undertaken is important to success in the course. Students will analytically and critically reflect upon their own capabilities in reference to specific leadership competencies.

1 Credits

810-20
Pre-Assessment: SPED Director
 
See Details
G. Martin
 
09/07 - 10/26
25/6/0
Lecture
CRN 43043
1 Cr.
Size: 25
Enrolled: 6
Waitlisted: 0
09/07 - 10/26
M T W Th F Sa Su
   

7:30 pm
9:00 pm
MOH 417

       

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43043

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 417
     (Common Good capacity: 30 participants)

Online

  Gregory Martin

The purpose of this course is to examine the formal and informal processes for attaining MN licensure as Director of Special Education and receive instruction in the design of the professional portfolio and production / selection of appropriate documents for the licensure. This course introduces candidates to the competency-based licensure program and examines the relationship between Core licensure competencies in administrative licensure and the current licensure-specific competencies for Director and is based on the candidate's individual knowledge and skills.

1 Credits

786-01
Clinical Prac: Stu Affairs II
 
See Details
J. Sommers
 
09/07 - 12/21
25/1/0
Lecture
CRN 43007
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

4:30 pm
7:00 pm
MOH 402

     

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43007

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 402
     (Common Good capacity: 26 participants)

Online

  Jayne Sommers

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

804-01
Legal Issues in Stu Affairs
 
T 4:30 pm - 7:00 pm
A. Garvey
 
09/07 - 12/21
25/6/0
Lecture
CRN 43008
3 Cr.
Size: 25
Enrolled: 6
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

4:30 pm
7:00 pm
Online

         

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43008

Online: Some Synchronous | Lecture

Online

  Ann Garvey

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

840-20
Admin of Spec Programs
 
See Details
N. Rens
 
10/27 - 12/21
25/16/0
Lecture
CRN 43014
3 Cr.
Size: 25
Enrolled: 16
Waitlisted: 0
10/27 - 12/21
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 318

       
+ asynchronous coursework

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43014

CoFlex:In Person&Online Async | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Online

  Nichole Rens

Students examine how special education, gifted education, counseling services and other programs serving students with special needs can be integrated into the total curriculum. The course deals with the philosophical, historical and political foundations of special programs as well as with curriculum coordination, staff development, fiscal planning and other practical operational issues. It also deals with the ethical issues involved in responding to diverse student needs.

3 Credits

845-01
Comm/Conflict & Dec Mkg
 
See Details
S. Noonan
 
09/07 - 12/21
25/9/0
Lecture
CRN 43050
3 Cr.
Size: 25
Enrolled: 9
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

7:30 pm
9:00 pm
MOH 417

         

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43050

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 417
     (Common Good capacity: 30 participants)

Online

  Sarah Noonan

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

855-01
Soc Justice in Higher Educ
 
See Details
F. Rodriguez
 
09/07 - 12/21
25/11/0
Lecture
CRN 43010
3 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

4:30 pm
7:00 pm
MOH 417

4:30 pm
7:00 pm
Online

           

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43010

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 417
     (Common Good capacity: 30 participants)

Online

  Fernando Rodriguez, David Lemon

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

867-20
Clin Prac Sem III Superintendt
 
See Details
M. Lovett
 
09/07 - 12/21
25/2/0
Lecture
CRN 43015
1 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 301

       

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43015

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 301
     (Common Good capacity: 34 participants)

Online

  Michael Lovett

This course is designed to provide students with an opportunity to develop leadership knowledge and skills as a practicing administrator, with a focus on the knowledge and professional experiences necessary for a successful school superintendent or other central office position which works closely with a superintendent and school board. The third practicum course focuses on strategic planning for the school district. Prerequisites: EDLD 865 & EDLD 866

1 Credits

871-20
Sch Superint:Issues/Challenges
 
See Details
M. Lovett
 
09/07 - 12/21
25/5/0
Lecture
CRN 43016
3 Cr.
Size: 25
Enrolled: 5
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43016

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis

Online

  Michael Lovett

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

874-20
Principalship K-12
 
See Details
A. Vollmuth
 
09/07 - 10/26
25/12/0
Lecture
CRN 43020
3 Cr.
Size: 25
Enrolled: 12
Waitlisted: 0
09/07 - 10/26
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 418

       
+ asynchronous coursework

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43020

CoFlex:In Person&Online Async | Lecture

Minneapolis: Opus Hall - Minneapolis 418
     (Common Good capacity: 16 participants)

Online

  Andrew Vollmuth

This course examines the mission of the school and focuses on the attributes, knowledge and skills a person needs to be a principal. Emphasis is placed on the importance of ongoing education and the development of professional networks. Students have an opportunity to assess their skills as a basis for selecting elective courses appropriate to their needs. Recent national studies on elementary and secondary education are reviewed and an in-depth analysis of those issues relating to the secondary school occurs.

3 Credits

877-20
Portfolio & Admin: Principal
 
W 7:30 pm - 9:00 pm
S. Burrage
 
10/27 - 12/21
25/0/0
Lecture
CRN 43044
1 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
10/27 - 12/21
M T W Th F Sa Su
   

7:30 pm
9:00 pm
Online

       

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43044

Online: Some Synchronous | Lecture

Online

  Stephanie Burrage

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

878-20
Portfolio Assess SPED Director
 
W 7:30 pm - 9:00 pm
S. Burrage
 
10/27 - 12/21
25/0/0
Lecture
CRN 43045
1 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
10/27 - 12/21
M T W Th F Sa Su
   

7:30 pm
9:00 pm
Online

       

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43045

Online: Some Synchronous | Lecture

Online

  Stephanie Burrage

This course is designed to meet administrative rules requiring that students demonstrate competence in the Administrative Licensure Competencies for the director of special education in the State of Minnesota. The means by which this portfolio is constructed is important to success in the course. Students will analytically and critically reflect upon their own capabilities in reference to specific leadership competencies, and select artifacts which best exemplify their work in each competency area.

1 Credits

877-25
Portfolio & Admin: Principal
 
See Details
G. Martin
 
TBD
25/14/0
Lecture
CRN 43979
1 Cr.
Size: 25
Enrolled: 14
Waitlisted: 0
M T W Th F Sa Su

09/19 - 10/03:
7:30 pm
9:00 pm
Online

10/17:
7:30 pm
9:00 pm
Online

           

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43979

Online: Some Synchronous | Lecture

Online

  Gregory Martin

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

878-25
Portfolio Assess SPED Director
 
See Details
G. Martin
 
TBD
25/4/0
Lecture
CRN 43980
1 Cr.
Size: 25
Enrolled: 4
Waitlisted: 0
M T W Th F Sa Su

09/19 - 10/03:
7:30 pm
9:00 pm
Online

10/17:
7:30 pm
9:00 pm
Online

           

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43980

Online: Some Synchronous | Lecture

Online

  Gregory Martin

This course is designed to meet administrative rules requiring that students demonstrate competence in the Administrative Licensure Competencies for the director of special education in the State of Minnesota. The means by which this portfolio is constructed is important to success in the course. Students will analytically and critically reflect upon their own capabilities in reference to specific leadership competencies, and select artifacts which best exemplify their work in each competency area.

1 Credits

904-01
Qualitat Meth Res/Eval
 
See Details
A. Wharton-Beck
 
09/07 - 12/21
25/10/0
Lecture
CRN 43049
3 Cr.
Size: 25
Enrolled: 10
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

4:30 pm
7:30 pm
MOH 417

     

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43049

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 417
     (Common Good capacity: 30 participants)

Online

  Aura Wharton-Beck

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

915-01
Ldrshp Narratives Sem
 
See Details
A. Wharton-Beck
 
09/07 - 12/21
25/15/0
Lecture
CRN 43004
3 Cr.
Size: 25
Enrolled: 15
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 322

       

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43004

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 322
     (Common Good capacity: 30 participants)

Online

  Aura Wharton-Beck

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

916-01
Education Leaders & Learners
 
See Details
J. Kise
 
TBD
25/15/0
Lecture
CRN 43913
3 Cr.
Size: 25
Enrolled: 15
Waitlisted: 0
M T W Th F Sa Su
 

09/13:
5:30 pm
8:30 pm
MOH 450

09/13:
5:30 pm
8:30 pm
Online

09/27:
5:30 pm
8:30 pm
MOH 450

09/27:
5:30 pm
8:30 pm
Online

10/11:
5:30 pm
8:30 pm
MOH 450

10/11:
5:30 pm
8:30 pm
Online

10/25:
5:30 pm
8:30 pm
MOH 450

10/25:
5:30 pm
8:30 pm
Online

11/08:
5:30 pm
8:30 pm
MOH 450

11/08:
5:30 pm
8:30 pm
Online

11/22:
5:30 pm
8:30 pm
MOH 450

11/22:
5:30 pm
8:30 pm
Online

12/06:
5:30 pm
8:30 pm
MOH 450

12/06:
5:30 pm
8:30 pm
Online

         

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43913

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 450
     (Common Good capacity: 40 participants)

Online

  Jane Kise

Students explore leadership development and collaborative educational improvement through the underlying theory and practical application of psychological type, emotional intelligence, and theories of change. This course serves two purposes: (1) cohort formation, and (2) the use of theory, scholarship, and practice (tacit) knowledge to analyze educational dilemmas and make educational change. Students become members of a leadership/research team and investigate and analyze a case study involving an educational dilemma. After identifying root causes, students examine and critique underlying assumptions regarding problem definition and solution(s) using the lens of social justice, and apply adult learning and change theory to identify the opportunities for leadership and potential barriers to implementing change.

3 Credits

917-01
Scholars & Researchers in Educ
 
See Details
J. Sommers
 
TBD
25/15/0
Lecture
CRN 43914
3 Cr.
Size: 25
Enrolled: 15
Waitlisted: 0
M T W Th F Sa Su
 

09/20:
5:30 pm
8:30 pm
MOH 450

09/20:
5:30 pm
8:30 pm
Online

10/04:
5:30 pm
8:30 pm
MOH 450

10/04:
5:30 pm
8:30 pm
Online

10/18:
5:30 pm
8:30 pm
MOH 450

10/18:
5:30 pm
8:30 pm
Online

11/01:
5:30 pm
8:30 pm
MOH 450

11/01:
5:30 pm
8:30 pm
Online

11/15:
5:30 pm
8:30 pm
MOH 450

11/15:
5:30 pm
8:30 pm
Online

11/29:
5:30 pm
8:30 pm
MOH 450

11/29:
5:30 pm
8:30 pm
Online

12/13:
5:30 pm
8:30 pm
MOH 450

12/13:
5:30 pm
8:30 pm
Online

         

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43914

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 450
     (Common Good capacity: 40 participants)

Online

  Jayne Sommers

This course emphasizes the importance of learning how to access, read, review/critique, and summarize scholarly literature in education as an entry point in acquiring the knowledge, skills, and habits of scholars who later engage in research. Students learn strategies regarding how to critically read and evaluate literature. This understanding leads to knowledge about the results of educational research, and also the different methods of inquiry employed. Students become members of research teams and co-write a review of literature on an assigned research question. Students then consider and apply educational philosophy and theory to analyze and interpret review findings. Students gain knowledge and skills with regard to forming an argument, using APA style, and judging the merit of scholarly studies using established criteria in the field.

3 Credits

921-01
Research Proposal Design
 
See Instructor
C. Chou
 
09/07 - 12/21
25/4/0
No Classroom Required
CRN 43021
3 Cr.
Size: 25
Enrolled: 4
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43021

In Person | No Classroom Required

Minneapolis: No Room

  Chien-Tzu Chou

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

921-03
Research Proposal Design
 
See Instructor
J. Sommers
 
09/07 - 12/21
25/9/0
No Classroom Required
CRN 43023
3 Cr.
Size: 25
Enrolled: 9
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43023

In Person | No Classroom Required

Minneapolis: No Room

  Jayne Sommers

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

921-04
Research Proposal Design
 
See Instructor
A. Wharton-Beck
 
09/07 - 12/21
25/3/0
No Classroom Required
CRN 43024
3 Cr.
Size: 25
Enrolled: 3
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43024

In Person | No Classroom Required

Minneapolis: No Room

  Aura Wharton-Beck

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

921-05
Research Proposal Design
 
See Instructor
D. Orzolek
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43915
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43915

In Person | No Classroom Required

Minneapolis: No Room

  Douglas Orzolek

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

921-06
Research Proposal Design
 
See Instructor
L. Stansberry Brusnahan
 
09/07 - 12/21
25/1/0
No Classroom Required
CRN 44014
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 44014

In Person | No Classroom Required

Minneapolis: No Room

  Lynn Stansberry Brusnahan

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

922-01
Dissertation
 
See Instructor
C. Chou
 
09/07 - 12/21
25/1/0
Dissertation/Thesis
CRN 43025
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43025

In Person | Dissertation/Thesis

Minneapolis: No Room

922-03
Dissertation
 
See Instructor
J. Sommers
 
09/07 - 12/21
25/1/0
Dissertation/Thesis
CRN 43027
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43027

In Person | Dissertation/Thesis

Minneapolis: No Room

922-04
Dissertation
 
See Instructor
A. Wharton-Beck
 
09/07 - 12/21
25/1/0
Dissertation/Thesis
CRN 43028
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43028

In Person | Dissertation/Thesis

Minneapolis: No Room

923-01
Dissertation
 
See Instructor
C. Chou
 
09/07 - 12/21
25/0/0
Dissertation/Thesis
CRN 43029
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43029

In Person | Dissertation/Thesis

Minneapolis: No Room

923-03
Dissertation
 
See Instructor
J. Sommers
 
09/07 - 12/21
25/2/0
Dissertation/Thesis
CRN 43031
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43031

In Person | Dissertation/Thesis

Minneapolis: No Room

923-04
Dissertation
 
See Instructor
A. Wharton-Beck
 
09/07 - 12/21
25/1/0
Dissertation/Thesis
CRN 43032
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43032

In Person | Dissertation/Thesis

Minneapolis: No Room

923-05
Dissertation
 
See Instructor
S. Gatti
 
09/07 - 12/21
25/1/0
Dissertation/Thesis
CRN 43051
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43051

In Person | Dissertation/Thesis

Minneapolis: No Room

924-01
Dissertation
 
See Instructor
C. Chou
 
09/07 - 12/21
25/1/0
Dissertation/Thesis
CRN 43033
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43033

In Person | Dissertation/Thesis

Minneapolis: No Room

924-03
Dissertation
 
See Instructor
J. Sommers
 
09/07 - 12/21
25/2/0
Dissertation/Thesis
CRN 43035
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43035

In Person | Dissertation/Thesis

Minneapolis: No Room

924-04
Dissertation
 
See Instructor
A. Wharton-Beck
 
09/07 - 12/21
25/2/0
Dissertation/Thesis
CRN 43036
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43036

In Person | Dissertation/Thesis

Minneapolis: No Room

925-01
Dissertation
 
See Instructor
C. Chou
 
09/07 - 12/21
25/1/0
Dissertation/Thesis
CRN 43037
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43037

In Person | Dissertation/Thesis

Minneapolis: No Room

  Chien-Tzu Chou

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

925-03
Dissertation
 
See Instructor
J. Sommers
 
09/07 - 12/21
25/0/0
Dissertation/Thesis
CRN 43039
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43039

In Person | Dissertation/Thesis

Minneapolis: No Room

  Jayne Sommers

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

925-04
Dissertation
 
See Instructor
A. Wharton-Beck
 
09/07 - 12/21
25/1/0
Dissertation/Thesis
CRN 43040
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43040

In Person | Dissertation/Thesis

Minneapolis: No Room

  Aura Wharton-Beck

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

928-01
Doctoral Enrollment
 
See Instructor
C. Chou
 
09/07 - 12/21
25/7/0
Continuing Enrollment
CRN 43041
0 Cr.
Size: 25
Enrolled: 7
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Ed. Leadership (Grad Ed) (EDLD)

CRN: 43041

Continuing Enrollment

Minneapolis: No Room

  Chien-Tzu Chou

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

EDUC: Education (UG)

176-01
Diction for Singers
 
W 6:45 pm - 8:30 pm
K. Howard
EdTrn 
09/07 - 12/21
20/5/0
Lecture
CRN 43611
2 Cr.
Size: 20
Enrolled: 5
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

6:45 pm
8:30 pm
BEC 110

       

Subject: Education (UG) (EDUC)

CRN: 43611

In Person | Lecture

St Paul: Brady Educational Center 110
     (Common Good capacity: 27 participants)

Requirements Met:
     School of Ed Transfer Course

  Karen Howard

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

210-02
Ed's Place in Society
 
Online
A. Hewett-Olatunde
 
09/07 - 12/21
1/0/0
Lecture
CRN 44003
4 Cr.
Size: 1
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             
+ asynchronous coursework

Subject: Education (UG) (EDUC)

CRN: 44003

Online: Asynchronous | Lecture

Online

  Amy Hewett-Olatunde

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

210-01
Ed's Place in Society
 
TR 8:00 am - 9:40 am
C. Smith Kondo
 
09/07 - 12/21
25/21/0
Lecture
CRN 43088
4 Cr.
Size: 25
Enrolled: 21
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

8:00 am
9:40 am
MCH 118

 

8:00 am
9:40 am
MCH 118

     

Subject: Education (UG) (EDUC)

CRN: 43088

In Person | Lecture

St Paul: McNeely Hall 118
     (Common Good capacity: 28 participants)

  Chelda Smith Kondo

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

220-0
Teach Tech for Percussion
 
TR 5:15 pm - 6:15 pm
D. Orzolek
EdTrn 
09/07 - 12/21
20/1/0
Lecture
CRN 43537
2 Cr.
Size: 20
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

5:15 pm
6:15 pm
BEC 120

 

5:15 pm
6:15 pm
BEC 120

     

Subject: Education (UG) (EDUC)

CRN: 43537

In Person | Lecture

St Paul: Brady Educational Center 120
     (Common Good capacity: 367 participants)

Requirements Met:
     School of Ed Transfer Course

  Douglas Orzolek

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

316-01
C&I (5-12) Comm Arts & Lit
 
Blended
K. Mickelson
 
09/07 - 12/21
15/1/0
Lecture
CRN 43089
4 Cr.
Size: 15
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

5:30 pm
9:00 pm
MOH 321

       
+ asynchronous coursework

Subject: Education (UG) (EDUC)

CRN: 43089

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 321
     (Common Good capacity: 30 participants)

Online

  Karyn Mickelson

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

317-01
C&I: (5-12) Math
 
Blended
E. Gullickson
 
09/07 - 12/21
15/2/0
Lecture
CRN 43090
4 Cr.
Size: 15
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

4:30 pm
8:00 pm
MOH 301

     
+ asynchronous coursework

Subject: Education (UG) (EDUC)

CRN: 43090

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301
     (Common Good capacity: 34 participants)

Online

  Elena Gullickson

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

318-01
C&I:(5-12) Science
 
Blended
R. Lester
EdTrn 
09/07 - 12/21
15/3/0
Lecture
CRN 43091
4 Cr.
Size: 15
Enrolled: 3
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

5:30 pm
9:00 pm
MOH 301

         
+ asynchronous coursework

Subject: Education (UG) (EDUC)

CRN: 43091

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301
     (Common Good capacity: 34 participants)

Online

Requirements Met:
     School of Ed Transfer Course

  Ryan Lester

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

319-01
C&I: (5-12) Social Studies
 
Blended
E. Cherin
 
09/07 - 12/21
15/8/0
Lecture
CRN 43092
4 Cr.
Size: 15
Enrolled: 8
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

5:30 pm
9:00 pm
MOH 318

     
+ asynchronous coursework

Subject: Education (UG) (EDUC)

CRN: 43092

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Online

  Ethan Cherin, Sarah Arneson

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

329-01
Diverse Learners & Families
 
See Details
C. Smith Kondo
FASTCore 
09/07 - 12/21
25/19/0
Lecture
CRN 43098
4 Cr.
Size: 25
Enrolled: 19
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

2:00 pm
3:40 pm
MOH 318

2:00 pm
3:40 pm
Online

 

2:00 pm
3:40 pm
MOH 318

2:00 pm
3:40 pm
Online

       

Subject: Education (UG) (EDUC)

CRN: 43098

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

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

(2020 Core Planning Guide)

  Chelda Smith Kondo

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

332-01
Field Exp II: Learning&Teach
 
See Instructor
M. Trout
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43100
0 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43100

No Classroom Required

Minneapolis: No Room

  Muffet Trout

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

336-01
FldExpIII:(5-12)Comm Arts & li
 
See Instructor
K. Mickelson
 
09/07 - 12/21
25/1/0
No Classroom Required
CRN 43101
0 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43101

No Classroom Required

Minneapolis: No Room

  Karyn Mickelson

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

337-01
FldExpIII:(K-6)Elementary
 
See Instructor
A. Smith
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43102
0 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43102

No Classroom Required

Minneapolis: No Room

  Amy Smith

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

339-01
Fld Exp III: (5-12) Health
 
See Instructor
T. Mead
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43103
0 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43103

No Classroom Required

Minneapolis: No Room

  Tim Mead

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

341-01
Fld Exp III: (5-12) Math
 
See Instructor
E. Gullickson
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43104
0 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43104

No Classroom Required

Minneapolis: No Room

  Elena Gullickson

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

342-01
Fld Exp III: (K-12) Music
 
See Instructor
K. Howard
 
09/07 - 12/21
25/1/0
No Classroom Required
CRN 43105
0 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43105

No Classroom Required

Minneapolis: No Room

  Karen Howard

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

343-01
FldExpIII:(K-12) Physical Ed
 
See Instructor
T. Mead
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43106
0 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43106

No Classroom Required

Minneapolis: No Room

  Tim Mead

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

344-01
Fld Exp III: (5-12) Science
 
See Instructor
R. Lester
 
09/07 - 12/21
25/3/0
No Classroom Required
CRN 43107
0 Cr.
Size: 25
Enrolled: 3
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43107

No Classroom Required

Minneapolis: No Room

  Ryan Lester

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

346-01
FldExpIII:(5-12)Social Studies
 
See Details
E. Cherin
 
09/07 - 12/21
25/8/0
No Classroom Required
CRN 43108
0 Cr.
Size: 25
Enrolled: 8
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43108

No Classroom Required

Minneapolis: No Room

  Ethan Cherin, Sarah Arneson

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

347-01
FldExpIII:(K-12)World Lang
 
See Instructor
TBD
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43109
0 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43109

No Classroom Required

Minneapolis: No Room

Instructor: TBD

The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 380

0 Credits

350-01
Lang Dev, Literacy & Lit I
 
TR 1:30 pm - 3:10 pm
L. Fogarty
 
09/07 - 12/21
25/27/0
Lecture
CRN 43110
4 Cr.
Size: 25
Enrolled: 27
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

1:30 pm
3:10 pm
MOH 318

 

1:30 pm
3:10 pm
MOH 318

     

Subject: Education (UG) (EDUC)

CRN: 43110

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

  Liz Fogarty

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

370-01
Lang Dev, Literacy & Lit II
 
MW 8:30 am - 10:10 am
A. Smith
Core 
09/07 - 12/21
25/11/0
Lecture
CRN 43111
4 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

8:30 am
10:10 am
MOH 318

 

8:30 am
10:10 am
MOH 318

       

Subject: Education (UG) (EDUC)

CRN: 43111

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Requirements Met:
     Writing in the Discipline

  Amy Smith

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

371-01
Teaching Math & Technology
 
MW 10:25 am - 12:05 pm
D. Monson
 
09/07 - 12/21
25/11/0
Lecture
CRN 43112
4 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

10:25 am
12:05 pm
MOH 318

 

10:25 am
12:05 pm
MOH 318

       

Subject: Education (UG) (EDUC)

CRN: 43112

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

  Debbie Monson

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

372-01
Teaching Sci/Healthy Living
 
T 1:00 pm - 4:20 pm
A. Howard
 
09/07 - 12/21
25/12/0
Lecture
CRN 43113
4 Cr.
Size: 25
Enrolled: 12
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

1:00 pm
4:20 pm
MOH 301

         

Subject: Education (UG) (EDUC)

CRN: 43113

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301
     (Common Good capacity: 34 participants)

  Anne Howard

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

373-01
Teaching Soc Study/Fine Art
 
MW 12:45 pm - 2:25 pm
M. Trout
SUST 
09/07 - 12/21
25/11/0
Lecture
CRN 43114
4 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

12:45 pm
2:25 pm
MOH 403

 

12:45 pm
2:25 pm
MOH 403

       

Subject: Education (UG) (EDUC)

CRN: 43114

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 403
     (Common Good capacity: 30 participants)

Requirements Met:
     Sustainability (SUST)

  Muffet Trout

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

409-01
Residency in Teaching I
 
See Instructor
A. Howard
 
09/07 - 12/21
25/12/0
No Classroom Required
CRN 43522
2 Cr.
Size: 25
Enrolled: 12
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43522

No Classroom Required

Minneapolis: No Room

  Anne Howard

Residency in Teaching I is the first semester of a year-long residency placement in the elementary school.  Teacher candidates will concurrently register for Year 4 education courses: EDUC 370 - Language Development, Literacy & Literature II, EDUC 371 - Teaching Elementary Mathematics, and EDUC 4xx - Inclusive Practices for Learning Variations.  The early residency experience provides the opportunity for candidates to participate in the opening of the new academic year and to directly apply the knowledge and skills gained in the concurrent coursework.  Extended periods of time in the field combined with reflective practice seminars build a cohesive link between on-campus coursework and the realities of the classroom. Residency in Teaching I is a part-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses.

2 Credits

418-01
Inst/Choral Mus Methods
 
See Details
D. Orzolek
EdTrn 
09/07 - 12/21
25/9/0
Lecture
CRN 43538
2 Cr.
Size: 25
Enrolled: 9
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

6:15 pm
8:15 pm
BEC 111

         

Subject: Education (UG) (EDUC)

CRN: 43538

In Person | Lecture

St Paul: Brady Educational Center 111
     (Common Good capacity: 30 participants)

Requirements Met:
     School of Ed Transfer Course

  Douglas Orzolek, Karen Howard

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

431-01
Learning Design with Tech
 
See Details
C. Chou
 
TBD
25/4/0
Lecture
CRN 43118
4 Cr.
Size: 25
Enrolled: 4
Waitlisted: 0
M T W Th F Sa Su
         

09/10:
10:15 am
11:15 am
Online

10/22:
10:15 am
11:15 am
Online

12/10:
10:15 am
11:15 am
Online

 

Subject: Education (UG) (EDUC)

CRN: 43118

Online: Some Synchronous | Lecture

Online

  Chien-Tzu Chou

This course examines learning theories, philosophies and their implications on the use of technology, as well as the history and development of learning technologies. Additionally, students will examine current trends and future challenges in education technology. Students will learn a variety of learning technologies and advocate sound integration of technology into curriculum. Issues on the design, development, and implementation of technology will be discussed. Students will integrate learning technologies into their curriculum planning in the specific content areas that address student needs and meet with the technology or content standards. As a capstone project, students will develop a portfolio to reflect upon the knowledge and skills acquired through their major. Prerequisites: EDUC 460 or 463, which can be taken concurrently, and 80 completed credits.

4 Credits

460-01
ClinPrac: StuTching & Sem
 
See Instructor
D. Monson
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43119
10 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43119

No Classroom Required

Minneapolis: No Room

  Debbie Monson

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

460-02
ClinPrac: StuTching & Sem
 
See Instructor
D. Monson
 
09/07 - 12/21
25/3/0
No Classroom Required
CRN 43120
10 Cr.
Size: 25
Enrolled: 3
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43120

No Classroom Required

Minneapolis: No Room

  Debbie Monson

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

460-03
ClinPrac: StuTching & Sem
 
See Instructor
D. Monson
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43121
10 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43121

No Classroom Required

Minneapolis: No Room

  Debbie Monson

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

463-01
Stu Teach&Sem:Dual License
 
See Instructor
D. Monson
 
09/07 - 12/21
25/1/0
No Classroom Required
CRN 43122
12 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 43122

No Classroom Required

Minneapolis: No Room

  Debbie Monson

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

READ: Reading (Grad Ed)

701-01
Balanced Literacy K-6
 
W 5:00 pm - 7:30 pm
A. Evenson
 
09/07 - 12/21
25/11/0
Lecture
CRN 43165
3 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

5:00 pm
7:30 pm
MCH 229

       

Subject: Reading (Grad Ed) (READ)

CRN: 43165

In Person | Lecture

St Paul: McNeely Hall 229
     (Common Good capacity: 30 participants)

  Ann Evenson

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

SPED: Special Educ. (Grad Ed)

645-01
Educational Assessment
 
See Details
E. Virant
 
09/07 - 12/21
20/11/0
Lecture
CRN 41747
3 Cr.
Size: 20
Enrolled: 11
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

           
+ asynchronous coursework

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41747

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Emily Virant, Reina Weir

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

702-01
Comm & Soc Interventions
 
See Details
B. Hintz
 
09/07 - 12/21
20/9/0
Lecture
CRN 42284
3 Cr.
Size: 20
Enrolled: 9
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

4:30 pm
7:00 pm
MOH 318

4:30 pm
7:00 pm
Online

         
+ asynchronous coursework

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 42284

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Online

  Becca Hintz, Ashley Ruzicka

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

704-01
ST&S:Autism Spectrum Disorders
 
See Details
L. Stansberry Brusnahan
 
09/07 - 12/21
25/7/0
Lecture
CRN 41283
3 Cr.
Size: 25
Enrolled: 7
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

5:00 pm
9:00 pm
MOH 318

5:00 pm
9:00 pm
Online

           

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41283

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Online

  Lynn Stansberry Brusnahan

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

704-02
ST&S:Autism Spectrum Disorders
 
See Instructor
L. Stansberry Brusnahan
 
09/07 - 12/21
25/6/0
No Classroom Required
CRN 42706
2 Cr.
Size: 25
Enrolled: 6
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 42706

In Person | No Classroom Required

Minneapolis: No Room

  Lynn Stansberry Brusnahan

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.

2 Credits

714-01
Collab, Co-teach & Technology
 
See Details
C. Shevlin-Woodcock
 
09/07 - 12/21
20/7/0
Lecture
CRN 40268
3 Cr.
Size: 20
Enrolled: 7
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

         
+ asynchronous coursework

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 40268

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Cindy Shevlin-Woodcock

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

717-01
Elem Acad Interv & Literacy
 
See Details
S. Papineau
 
09/07 - 12/21
25/16/0
Lecture
CRN 41748
3 Cr.
Size: 25
Enrolled: 16
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

     
+ asynchronous coursework

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41748

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Sarah Papineau

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

718-01
Sec Acad Interv and Transition
 
See Details
K. Seo
 
09/07 - 12/21
20/12/0
Lecture
CRN 41749
3 Cr.
Size: 20
Enrolled: 12
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

     
+ asynchronous coursework

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41749

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Kyounghee Seo

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

719-1
Methods: Soc Emot Behav Interv
 
See Details
E. Farrell
 
09/07 - 12/21
20/9/0
Lecture
CRN 40270
3 Cr.
Size: 20
Enrolled: 9
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

           
+ asynchronous coursework

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 40270

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Erin Farrell

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

720-01
ST&S: Acad Behavior Strategist
 
See Instructor
T. Busch
 
09/07 - 12/21
20/10/0
No Classroom Required
CRN 41284
3 Cr.
Size: 20
Enrolled: 10
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41284

In Person | No Classroom Required

Minneapolis: No Room

  Todd Busch

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

720-02
ST&S: Acad Behavior Strategist
 
See Instructor
T. Busch
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 42707
2 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 42707

In Person | No Classroom Required

Minneapolis: No Room

  Todd Busch

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.

2 Credits

734-01
ST&S: EBD
 
See Instructor
S. Gatti
 
09/07 - 12/21
20/3/0
No Classroom Required
CRN 41285
3 Cr.
Size: 20
Enrolled: 3
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41285

In Person | No Classroom Required

Minneapolis: No Room

  Shelley Gatti

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

734-02
ST&S: EBD
 
See Instructor
S. Gatti
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43854
2 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 43854

In Person | No Classroom Required

Minneapolis: No Room

  Shelley Gatti

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.

2 Credits

741-01
ST&S: Early Childhood SE
 
See Instructor
B. Ingelin
 
09/07 - 12/21
20/4/0
No Classroom Required
CRN 41286
3 Cr.
Size: 20
Enrolled: 4
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41286

In Person | No Classroom Required

Minneapolis: No Room

  Bonnie Ingelin

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

750-01
Fundamentals Special Ed
 
See Details
M. Odima
 
09/07 - 12/21
17/12/0
Lecture
CRN 41750
3 Cr.
Size: 17
Enrolled: 12
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

         
+ asynchronous coursework

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41750

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Martin Odima

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

756-01
ST&S: Development Disabilities
 
See Instructor
L. Stansberry Brusnahan
 
09/07 - 12/21
20/3/0
No Classroom Required
CRN 41563
3 Cr.
Size: 20
Enrolled: 3
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41563

In Person | No Classroom Required

Minneapolis: No Room

  Lynn Stansberry Brusnahan

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

756-02
ST&S: Development Disabilities
 
See Instructor
L. Stansberry Brusnahan
 
09/07 - 12/21
20/2/0
No Classroom Required
CRN 40704
2 Cr.
Size: 20
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 40704

In Person | No Classroom Required

Minneapolis: No Room

  Lynn Stansberry Brusnahan

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.

2 Credits

778-01
Fundamentals:Preschoolers
 
See Details
B. Ingelin
 
09/07 - 12/21
23/20/0
Lecture
CRN 40267
3 Cr.
Size: 23
Enrolled: 20
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

7:15 pm
9:45 pm
MOH 318

7:15 pm
9:45 pm
Online

       
+ asynchronous coursework

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 40267

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Online

  Bonnie Ingelin

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

785-01
ABA: Behavior Interv & Lrn Env
 
See Details
E. Farrell
 
09/07 - 12/21
23/19/0
Lecture
CRN 41751
3 Cr.
Size: 23
Enrolled: 19
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

       
+ asynchronous coursework

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 41751

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Erin Farrell

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

790-01
ST&S: Learning Disabilities
 
See Instructor
T. Busch
 
09/07 - 12/21
20/1/0
No Classroom Required
CRN 42035
3 Cr.
Size: 20
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 42035

In Person | No Classroom Required

Minneapolis: No Room

  Todd Busch

The purpose of this course is to provide a practicum in an educational setting working with students with learning disabilities that addresses competencies for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience. Prerequisites: Satisfactory completion of fieldwork experiences.

3 Credits

790-02
ST&S: Learning Disabilities
 
See Instructor
T. Busch
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 42708
2 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Special Educ. (Grad Ed) (SPED)

CRN: 42708

In Person | No Classroom Required

Minneapolis: No Room

  Todd Busch

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

SPUG: Special Education (UG)

402-01
Comm & Soc Interventions
 
See Details
B. Hintz
 
09/07 - 12/21
5/0/0
Lecture
CRN 40696
4 Cr.
Size: 5
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

4:30 pm
7:00 pm
MOH 318

4:30 pm
7:00 pm
Online

         
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 40696

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Online

  Becca Hintz, Ashley Ruzicka

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

414-01
Collab, Co-teach & Technology
 
See Details
C. Shevlin-Woodcock
 
09/07 - 12/21
5/4/0
Lecture
CRN 40274
4 Cr.
Size: 5
Enrolled: 4
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

         
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 40274

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Cindy Shevlin-Woodcock

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

417-01
Elem Acad Interv & Literacy
 
See Details
S. Papineau
 
09/07 - 12/21
5/0/0
Lecture
CRN 40697
4 Cr.
Size: 5
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

     
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 40697

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Sarah Papineau

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

418-01
Sec Acad Interv and Transition
 
See Details
K. Seo
 
09/07 - 12/21
5/0/0
Lecture
CRN 40698
4 Cr.
Size: 5
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

     
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 40698

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Kyounghee Seo

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

419-01
Methods: Soc Emot Behav Interv
 
See Details
E. Farrell
 
09/07 - 12/21
5/1/0
Lecture
CRN 40276
4 Cr.
Size: 5
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

           
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 40276

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Erin Farrell

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

445-01
Educational Assessment
 
See Details
E. Virant
 
09/07 - 12/21
5/0/0
Lecture
CRN 40695
4 Cr.
Size: 5
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

           
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 40695

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Emily Virant, Reina Weir

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

450-01
Fundamentals Special Ed
 
See Details
M. Odima
 
09/07 - 12/21
8/5/0
Lecture
CRN 41752
4 Cr.
Size: 8
Enrolled: 5
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

         
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 41752

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Martin Odima

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

478-01
Fundamentals: Preschoolers
 
See Details
B. Ingelin
 
09/07 - 12/21
2/0/0
Lecture
CRN 40277
4 Cr.
Size: 2
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

7:15 pm
9:45 pm
MOH 318

7:15 pm
9:45 pm
Online

       
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 40277

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Online

  Bonnie Ingelin

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

485-01
ABA: Behavior Interv & Lrn Env
 
See Details
E. Farrell
 
09/07 - 12/21
2/0/0
Lecture
CRN 41753
4 Cr.
Size: 2
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

       
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 41753

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324
     (Common Good capacity: 32 participants)

Online

  Erin Farrell

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

TEGR: Teacher Ed. (Grad Ed)

510-01
Education's Place in Society
 
Online
A. Hewett-Olatunde
 
09/07 - 12/21
25/15/0
Lecture
CRN 43124
3 Cr.
Size: 25
Enrolled: 15
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             
+ asynchronous coursework

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43124

Online: Asynchronous | Lecture

Online

  Amy Hewett-Olatunde

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.

3 Credits

516-01
C&I: (5-12) Comm Arts & Lit
 
Blended
K. Mickelson
 
09/07 - 12/21
15/2/0
Lecture
CRN 43126
4 Cr.
Size: 15
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

5:30 pm
8:00 pm
MOH 321

       
+ asynchronous coursework

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43126

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 321
     (Common Good capacity: 30 participants)

Online

  Karyn Mickelson

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

517-01
C&I: (5-12) MATH
 
Blended
E. Gullickson
 
09/07 - 12/21
15/3/0
Lecture
CRN 43127
4 Cr.
Size: 15
Enrolled: 3
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

4:30 pm
8:00 pm
MOH 301

     
+ asynchronous coursework

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43127

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301
     (Common Good capacity: 34 participants)

Online

  Elena Gullickson

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

518-01
C&I: (5-12) Science
 
Blended
R. Lester
 
09/07 - 12/21
15/1/0
Lecture
CRN 43128
4 Cr.
Size: 15
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

5:30 pm
8:00 pm
MOH 301

         
+ asynchronous coursework

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43128

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301
     (Common Good capacity: 34 participants)

Online

  Ryan Lester

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

519-01
C&I: (5-12) Social Studies
 
Blended
E. Cherin
 
09/07 - 12/21
15/2/0
Lecture
CRN 43129
4 Cr.
Size: 15
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
     

5:30 pm
8:00 pm
MOH 318

     
+ asynchronous coursework

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43129

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 318
     (Common Good capacity: 36 participants)

Online

  Ethan Cherin, Sarah Arneson

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

530-01
Psychology of Tchg & Lrng
 
See Details
M. Trout
CGood 
TBD
15/10/0
Lecture
CRN 43130
3 Cr.
Size: 15
Enrolled: 10
Waitlisted: 0
M T W Th F Sa Su
   

09/07:
5:30 pm
8:00 pm
Online

09/28:
5:30 pm
8:00 pm
Online

10/19:
5:30 pm
8:00 pm
Online

11/16:
5:30 pm
8:00 pm
Online

12/14:
5:30 pm
8:00 pm
Online

       

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43130

Online: Some Synchronous | Lecture

Online

Requirements Met:
     CommGood/Community-Engaged

  Muffet Trout

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

532-0
Field Exp II:Learning/Teaching
 
See Instructor
M. Trout
 
09/07 - 12/21
25/10/0
No Classroom Required
CRN 43142
1 Cr.
Size: 25
Enrolled: 10
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43142

No Classroom Required

Minneapolis: No Room

  Muffet Trout

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

536-01
FldExpIII:(5-12)Comm Arts & Li
 
See Instructor
K. Mickelson
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43143
1 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43143

No Classroom Required

Minneapolis: No Room

  Karyn Mickelson

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

537-01
Fld Exp III:(K-6) Elementary
 
See Instructor
A. Smith
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43144
1 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43144

No Classroom Required

Minneapolis: No Room

  Amy Smith

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

539-01
Fld Exp III: (5-12) Health
 
See Instructor
T. Mead
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43145
1 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43145

No Classroom Required

Minneapolis: No Room

  Tim Mead

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

541-01
Fld Exp III: (5-12) Math
 
See Instructor
E. Gullickson
 
09/07 - 12/21
25/3/0
No Classroom Required
CRN 43146
1 Cr.
Size: 25
Enrolled: 3
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43146

In Person | No Classroom Required

Minneapolis: No Room

  Elena Gullickson

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

542-01
Fld Exp III: (K-12) Music
 
See Instructor
K. Howard
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43147
1 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43147

No Classroom Required

Minneapolis: No Room

543-01
FldExpIII:(K-12)Physical Educ
 
See Instructor
T. Mead
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43150
1 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43150

No Classroom Required

Minneapolis: No Room

544-01
Fld Exp III: (5-12) Science
 
See Instructor
R. Lester
 
09/07 - 12/21
25/1/0
No Classroom Required
CRN 43151
1 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43151

No Classroom Required

Minneapolis: No Room

  Ryan Lester

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

546-01
FldExpIII:(5-12)Social Studies
 
See Details
E. Cherin
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43152
1 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43152

No Classroom Required

Minneapolis: No Room

  Ethan Cherin, Sarah Arneson

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

547-01
FldExpIII:(K-12)World Lang&Cul
 
See Instructor
TBD
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43154
1 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43154

No Classroom Required

Minneapolis: No Room

Instructor: TBD

The University of St. Thomas Teacher Education Program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction. What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 580. Grading: Satisfactory/Unsatisfactory.

1 Credits

572-01
Tchg Science & Hlthy Living
 
W 7:15 pm - 9:45 pm
A. Howard
 
09/07 - 12/21
25/2/0
Lecture
CRN 43156
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

7:15 pm
9:45 pm
MOH 301

       

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43156

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 301
     (Common Good capacity: 34 participants)

  Anne Howard

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

573-01
Tchg Soc Stdy & Fine Arts
 
W 4:30 pm - 7:00 pm
J. Sambs
 
09/07 - 12/21
25/2/0
Lecture
CRN 43157
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 417

       

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43157

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 417
     (Common Good capacity: 30 participants)

  Jeffrey Sambs

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

642-01
Math Reas/Probl Solv P-12 Curr
 
Blended
L. Payne
 
09/07 - 12/21
25/11/0
Lecture
CRN 43159
3 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
 

5:15 pm
7:45 pm
MOH 321

         
+ asynchronous coursework

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43159

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 321
     (Common Good capacity: 30 participants)

Online

  Lucy Payne

This course focuses on mathematical problem solving and student reasoning in the problem solving process. Issues associated with learning, teaching, curriculum and assessment as they relate to mathematical thinking and problem solving will be examined through readings, presentations, field based projects, and class discussions.

3 Credits

660-01
Clinical Prac: Stu Tchg & Sem
 
See Instructor
D. Monson
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43160
7 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43160

No Classroom Required

Minneapolis: No Room

  Debbie Monson

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

660-02
Clinical Prac: Stu Tchg & Sem
 
See Instructor
D. Monson
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43161
7 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43161

No Classroom Required

Minneapolis: No Room

  Debbie Monson

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

660-03
Clinical Prac: Stu Tchg & Sem
 
See Instructor
D. Monson
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43162
7 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43162

No Classroom Required

Minneapolis: No Room

  Debbie Monson

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

663-01
Clin Prac: Stu Tchg-Dual Lic
 
See Instructor
D. Monson
 
09/07 - 12/21
25/2/0
No Classroom Required
CRN 43163
9 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43163

No Classroom Required

Minneapolis: No Room

  Debbie Monson

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

664-01
Clin Prac: Stu Tchg- Exp Tchrs
 
See Instructor
D. Monson
 
09/07 - 12/21
25/0/0
No Classroom Required
CRN 43164
4 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
09/07 - 12/21
M T W Th F Sa Su
             

Subject: Teacher Ed. (Grad Ed) (TEGR)

CRN: 43164

No Classroom Required

Minneapolis: No Room

  Debbie Monson

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


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