Enrollment and waitlist data for current and upcoming courses refresh every 10 minutes; all other information as of 6:00 AM.
M | T | W | Th | F | Sa | Su |
09/07: 11/02: 12/21: |
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 43123
Online: Some Synchronous | Lecture
Online
Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.
3 Credits
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
This course will emphasize the practical concepts of the K-12 curriculum. It will encompass issues and factors that affect the curriculum development process, curriculum and related divisions of the human learning system, innovative programs of the present, and educated projections of future trends. An important function of the course will be to stimulate the students to examine their own thinking about curriculum and its relationship to society, school and the classroom.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
+ asynchronous coursework |
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 43155
Online: Asynchronous | Lecture
Online
This course is for those who wish to use instructional technology in a more effective manner. The course will consider the use and evaluation of microcomputer-based learning systems, video systems, audio devices that have high potential for learning systems and effective combinations of the above systems in various learning environments. Each student will design, develop and evaluate an instructional or learning project that employs these techniques.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
09/13: 09/27: 10/18: 11/08: 11/29: 12/13: |
||||||
+ asynchronous coursework |
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 43966
Blended Online & In-Person | Lecture
St Paul: McNeely Hall 110
Online
This course focuses on the purposes and types of assessment used in school settings to understand and document student achievement. Course participants explore guiding principles for classroom assessment, articulate achievement targets, develop assessment methods, including performance assessment, portfolios, etc. aligned with achievement targets, and create effective methods for communicating about students' learning.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43012
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
This course begins the required three-course M.A. or Ed. S. research sequence. After an introductory overview of social research, it emphasizes historical and ethnographic approaches to thinking about collecting and analyzing information. Course activities provide an opportunity to experience doing research using historical and qualitative methods.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
09/09: 10/07: 11/11: 12/09: |
09/10: 10/08: 11/12: 12/10: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43006
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
Student affairs personnel are employed in a wide range of institutional types and functional areas. To function effectively in these settings, student affairs professionals must understand the purposes of higher education and the role of student affairs personnel in facilitating learning and personal development among students. Knowledge and appreciation of the history, philosophy, and theoretical underpinnings of the field, as well as current and emerging issues facing higher education are key to working as an educator in student affairs. This course is designed to introduce you to the student affairs profession and the higher education environment in which it functions.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43005
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
This course explores and examines the differing and shared belief systems and practices between public and private higher education. Special attention will be given to moral reasoning and ethical frameworks, how power dynamics affect ethics in practice, authenticity and integrity, ethical dilemmas and issues and how these concepts are played out in the practice of implementing values based on educational experiences in the co-curriculum as practiced within the pluralistic nature of our society.
3 Credits
09/07 - 10/26 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43013
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
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
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43009
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 403
Online
This course introduces the field of student affairs, its history, current context and future challenges and issues. Ethical, legal and developmental issues are examined in the practice of student affairs leadership. Students develop the capacity to imagine different structures and practices that would respond to current and future challenges within student affairs and its role within higher education.
3 Credits
09/07 - 10/26 | ||||||
M | T | W | Th | F | Sa | Su |
7:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43042
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
This course is designed to accomplish three goals: analyze and pre-assess student experiences … The means by which this analysis is undertaken is important to success in the course. Students will analytically and critically reflect upon their own capabilities in reference to specific leadership competencies.
1 Credits
09/07 - 10/26 | ||||||
M | T | W | Th | F | Sa | Su |
7:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43043
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
The purpose of this course is to examine the formal and informal processes for attaining MN licensure as Director of Special Education and receive instruction in the design of the professional portfolio and production / selection of appropriate documents for the licensure. This course introduces candidates to the competency-based licensure program and examines the relationship between Core licensure competencies in administrative licensure and the current licensure-specific competencies for Director and is based on the candidate's individual knowledge and skills.
1 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43007
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 402
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions to a seminar that emphasizes the importance of reflective practice. Prerequisite: EDLD785
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43008
Online: Some Synchronous | Lecture
Online
This course is designed to provide entry level student affairs staff with a basic understanding of the legal issues that they may confront so they are able to recognize the issues and act within the parameters of the law. Each graduate student is expected to: 1. Develop an understanding of the American legal system. 2. Develop an understanding of the legal liability of institutions of higher education and student affairs administrators. 3. Develop an understanding of the specific legal issues facing various functional areas within institutions of higher education. 4. Develop an understanding of how federal laws affect higher education. 5. Develop skills of analysis, synthesis, and communication (verbal and written) concerning issues and ideas salient to the legal aspects of student affairs and higher education. The purpose of this course is to provide students with an awareness of the legal issues which arise in student affairs and higher education. The course does not provide legal training or advice.
3 Credits
10/27 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
+ asynchronous coursework |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43014
CoFlex:In Person&Online Async | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Students examine how special education, gifted education, counseling services and other programs serving students with special needs can be integrated into the total curriculum. The course deals with the philosophical, historical and political foundations of special programs as well as with curriculum coordination, staff development, fiscal planning and other practical operational issues. It also deals with the ethical issues involved in responding to diverse student needs.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:30 pm |
||||||
+ asynchronous coursework |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43050
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
This course examines strategies for analyzing and dealing with conflict between individuals and groups, effective communication processes and decision-making strategies. The theoretical foundations of particular strategies are emphasized. Students use case studies, simulations and exercises to practice problem analysis and resolution, negotiation, and collaborative relationship and team building.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43010
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
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
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43015
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
This course is designed to provide students with an opportunity to develop leadership knowledge and skills as a practicing administrator, with a focus on the knowledge and professional experiences necessary for a successful school superintendent or other central office position which works closely with a superintendent and school board. The third practicum course focuses on strategic planning for the school district. Prerequisites: EDLD 865 & EDLD 866
1 Credits
09/07 - 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
This course is designed to help students gain knowledge and experience related to the various roles and responsibilities of an area or district superintendent. Historical and current concepts of the superintendency along with various theories of executive leadership are examined. Students explore authentic issues and challenges in school leadership and acquire professional knowledge and skills by completing "field-based modules" related to the areas of superintendent leadership and responsibility. The following areas are incorporated into field-based modules: leadership and district culture; policy and governance; communications and community relations; organizational management; curriculum planning and development; instructional management; human resource management; and values and ethics of leadership. The field- based modules incorporate the program requirements for superintendent licensure candidates as defined by Minnesota Rule 3512.0600.
3 Credits
09/07 - 10/26 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
+ asynchronous coursework |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43020
CoFlex:In Person&Online Async | Lecture
Minneapolis: Opus Hall - Minneapolis 418
Online
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
10/27 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43044
Online: Some Synchronous | Lecture
Online
The professional portfolio is the synthesis of learning and accomplishments of the educational leadership licensure student. Students demonstrate knowledge, experience or expertise in each of the five comprehensive goals for the degree program. Students choose the content themselves and offer a rationale for that selection. Portfolios are presented in a group setting. Prerequisites: All degrees requirements completed; permission of advisor.
1 Credits
10/27 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43045
Online: Some Synchronous | Lecture
Online
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
M | T | W | Th | F | Sa | Su |
09/19 - 10/03: 10/17: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43979
Online: Some Synchronous | Lecture
Online
The professional portfolio is the synthesis of learning and accomplishments of the educational leadership licensure student. Students demonstrate knowledge, experience or expertise in each of the five comprehensive goals for the degree program. Students choose the content themselves and offer a rationale for that selection. Portfolios are presented in a group setting. Prerequisites: All degrees requirements completed; permission of advisor.
1 Credits
M | T | W | Th | F | Sa | Su |
09/19 - 10/03: 10/17: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43980
Online: Some Synchronous | Lecture
Online
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
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43049
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
This course presents qualitative, ethnographic and field methods in research and evaluation. It focuses on the foundations of qualitative methods, examples of qualitative research, conditions in which qualitative methods are appropriate and practice in using qualitative methods. Students gain firsthand experience in collecting data through participant observation and in-depth interviews and in analyzing data. The course examines issues of validity, access to data and confidentiality.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43004
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
Students are given an opportunity to integrate what they have learned in the core courses, professional education and collateral area studies, as well as raise new issues. Narratives of leaders in biographies, novels and drama, as well as the student's own narrative of both the practice and study of leadership will be the integrating theme for this final core course. Leadership readings are assigned and discussed. Open to doctoral students only.
3 Credits
M | T | W | Th | F | Sa | Su |
09/13: 09/13: 09/27: 09/27: 10/11: 10/11: 10/25: 10/25: 11/08: 11/08: 11/22: 11/22: 12/06: 12/06: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43913
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 450
Online
Students explore leadership development and collaborative educational improvement through the underlying theory and practical application of psychological type, emotional intelligence, and theories of change. This course serves two purposes: (1) cohort formation, and (2) the use of theory, scholarship, and practice (tacit) knowledge to analyze educational dilemmas and make educational change. Students become members of a leadership/research team and investigate and analyze a case study involving an educational dilemma. After identifying root causes, students examine and critique underlying assumptions regarding problem definition and solution(s) using the lens of social justice, and apply adult learning and change theory to identify the opportunities for leadership and potential barriers to implementing change.
3 Credits
M | T | W | Th | F | Sa | Su |
09/20: 09/20: 10/04: 10/04: 10/18: 10/18: 11/01: 11/01: 11/15: 11/15: 11/29: 11/29: 12/13: 12/13: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43914
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 450
Online
This course emphasizes the importance of learning how to access, read, review/critique, and summarize scholarly literature in education as an entry point in acquiring the knowledge, skills, and habits of scholars who later engage in research. Students learn strategies regarding how to critically read and evaluate literature. This understanding leads to knowledge about the results of educational research, and also the different methods of inquiry employed. Students become members of research teams and co-write a review of literature on an assigned research question. Students then consider and apply educational philosophy and theory to analyze and interpret review findings. Students gain knowledge and skills with regard to forming an argument, using APA style, and judging the merit of scholarly studies using established criteria in the field.
3 Credits
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
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920
3 Credits
09/07 - 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
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920
3 Credits
09/07 - 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
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920
3 Credits
09/07 - 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
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920
3 Credits
09/07 - 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
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43025
In Person | Dissertation/Thesis
Minneapolis: No Room
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
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
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
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
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
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
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
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
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
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
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43039
In Person | Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43040
In Person | Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 43041
Continuing Enrollment
Minneapolis: No Room
Doctoral students must maintain continuous enrollment from time of admission until completion of dissertation. During any semester in which a student is not registered for a regular course, he/she must register for and pay special tuition for EDLD 928 (Permits validation of student ID).
0 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
6:45 pm |
Subject: Education (UG) (EDUC)
CRN: 43611
In Person | Lecture
St Paul: Brady Educational Center 110
Requirements Met:
School of Ed Transfer Course
An introduction to pronunciation in multiple languages, utilizing the International Phonetic Alphabet (IPA). Special emphasis on the problems encountered by the singer. Offered fall of even years.
2 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
+ asynchronous coursework |
Subject: Education (UG) (EDUC)
CRN: 44003
Online: Asynchronous | Lecture
Online
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
8:00 am |
8:00 am |
Subject: Education (UG) (EDUC)
CRN: 43088
In Person | Lecture
St Paul: McNeely Hall 118
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:15 pm |
5:15 pm |
Subject: Education (UG) (EDUC)
CRN: 43537
In Person | Lecture
St Paul: Brady Educational Center 120
Requirements Met:
School of Ed Transfer Course
This course will acquaint the prospective instrumental music teacher with the basic knowledge and skills of performance pedagogy of percussion instruments which include proper technique, tone production, intonation, articulation, posture, and patterns. Students will become familiar with the construction and operation of these instruments and be able to make minor repairs. The students will gain knowledge of representative beginning through grade 12 solo and ensemble repertoire from diverse periods and become acquainted with instructional materials for beginning, intermediate, and advance levels of students. Students will learn how to select instruments and other equipment appropriate for elementary and secondary instrumental pupils. Offered fall of even years.
2 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
+ asynchronous coursework |
Subject: Education (UG) (EDUC)
CRN: 43089
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Communication Arts and Literature. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; national and state standards; performance based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: EDUC 336 Field Exp III: (5-12) Communications Arts & Literature.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
+ asynchronous coursework |
Subject: Education (UG) (EDUC)
CRN: 43090
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data-driven instruction decisions; lesson and unit planning; and curriculum and technology integration. The course includes a clinical experience. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 341 Field Experience III: 5-12 Mathematics.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
+ asynchronous coursework |
Subject: Education (UG) (EDUC)
CRN: 43091
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Requirements Met:
School of Ed Transfer Course
This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data-driven instructional decisions; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 344 Field Experience III: 5-12 Science.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
+ asynchronous coursework |
Subject: Education (UG) (EDUC)
CRN: 43092
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data driven instructional decisions; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 346 Field Experience III: 5-12 Social Studies.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
2:00 pm 2:00 pm |
2:00 pm 2:00 pm |
Subject: Education (UG) (EDUC)
CRN: 43098
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
Old Core Requirements Met:
UG Core Human Diversity
2020 Core Requirements Met:
Diversity/Soc Just
Other Requirements Met:
Family Studies Major Approved
Family Studies Minor Approved
This course is designed to equip prospective teachers with the knowledge, instructional practices, and dispositions to successfully manage diverse classrooms, using their understanding of multiple learning modalities and all types of diversity to promote all students' personal and academic achievement. The course engages candidates with issues such as race, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43100
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a supervised 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching: Who are the learners and how do they learn? In what ways are they diverse? What general approaches can I use to meet each learner's needs? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 210 and concurrent registration with EDUC 330
0 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43101
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a Professional? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 316
0 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43102
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: EDUC 330, 332 and concurrent registration with EDUC 370
0 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43103
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 330, 332 and concurrent registration with HLTH 351
0 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43104
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and disposition of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 317
0 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43105
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 330, 332
0 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43106
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help develop as a professional? Prerequisite: EDUC 330, 332 and concurrent registration with PHED 404 or HLTH 351
0 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43107
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 318
0 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43108
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 319
0 Credits
09/07 - 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
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
Subject: Education (UG) (EDUC)
CRN: 43110
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
This course is Part I of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literary instruction for meeting the diverse needs of all students. The course presents developmentally appropriate practice for kindergarten, primary, and intermediate grades, the current knowledge base of research, and recommendations for professional development. As the introductory course in literacy, it focuses on language development, assessment and interpretation of relevant data regarding literacy processes, and serves as the knowledge base for understanding curricular development in and applications for literacy in the elementary classroom. Participants will research critical issues in the field of literacy development. Prerequisite: 210
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
8:30 am |
8:30 am |
Subject: Education (UG) (EDUC)
CRN: 43111
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Requirements Met:
Writing in the Discipline
This course is Part II of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents research-based best practices in teaching for kindergarten, primary, and intermediate grades. This second course in the literacy sequence extends the foundations in language, assessment and interpretation of relevant data regarding literacy processes, and explorations into children's literature to classroom applications in composing processes (writer's workshop), assessment and evaluation as it informs teaching, planning and reflection, and interdisciplinary instruction. Participants will research critical issues in the field of literacy development. By Special Permission Only. Prerequisites: EDUC 330, 332 and 350; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 371, 372, 373; or permission of Chair
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
10:25 am |
10:25 am |
Subject: Education (UG) (EDUC)
CRN: 43112
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
This course is designed to prepare teachers who will effectively engage learners with mathematics and technology. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisites: EDUC 330, 332 and MATH 100, 121; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 370, 372, 373; or permission of chair
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
1:00 pm |
Subject: Education (UG) (EDUC)
CRN: 43113
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
This course is designed to prepare teachers who will effectively engage learners with science and help them have the skills for lifelong healthy, active living. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 370, 371, 373; and permission of Chair
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
12:45 pm |
12:45 pm |
Subject: Education (UG) (EDUC)
CRN: 43114
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 403
Requirements Met:
Sustainability (SUST)
This course is designed to prepare teachers who will effectively engage learners with Social Studies and the Fine Arts. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies ; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisites: EDUC 330, 332 successful completion of Assessment II and admissions to advanced candidacy; concurrent registration with EDUC 337, 370, 371, and 372, or permission of Chair.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43522
No Classroom Required
Minneapolis: No Room
Residency in Teaching I is the first semester of a year-long residency placement in the elementary school.  Teacher candidates will concurrently register for Year 4 education courses: EDUC 370 - Language Development, Literacy & Literature II, EDUC 371 - Teaching Elementary Mathematics, and EDUC 4xx - Inclusive Practices for Learning Variations.  The early residency experience provides the opportunity for candidates to participate in the opening of the new academic year and to directly apply the knowledge and skills gained in the concurrent coursework.  Extended periods of time in the field combined with reflective practice seminars build a cohesive link between on-campus coursework and the realities of the classroom. Residency in Teaching I is a part-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses.
2 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
6:15 pm |
Subject: Education (UG) (EDUC)
CRN: 43538
In Person | Lecture
St Paul: Brady Educational Center 111
Requirements Met:
School of Ed Transfer Course
Contemporary music pedagogy for children in grades 9-12. Examination of goals, objectives, diverse music repertoire, spiral curriculum content and skill development, strategies, materials, and methods. Study of learning styles, developmental stages, and culturally sensitive materials. Designing lessons and classroom environments for effective music teaching and learning. Techniques for classroom management and discipline. National and state standards for music education relative to grades 9-12 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: advanced electronic applications, advanced arranging, non-traditional ensembles. Offered fall of even years.
2 Credits
M | T | W | Th | F | Sa | Su |
09/10: 10/22: 12/10: |
Subject: Education (UG) (EDUC)
CRN: 43118
Online: Some Synchronous | Lecture
Online
Requirements Met:
Signature Work
This course examines learning theories, philosophies and their implications on the use of technology, as well as the history and development of learning technologies. Additionally, students will examine current trends and future challenges in education technology. Students will learn a variety of learning technologies and advocate sound integration of technology into curriculum. Issues on the design, development, and implementation of technology will be discussed. Students will integrate learning technologies into their curriculum planning in the specific content areas that address student needs and meet with the technology or content standards. As a capstone project, students will develop a portfolio to reflect upon the knowledge and skills acquired through their major. Prerequisites: EDUC 460 or 463, which can be taken concurrently, and 80 completed credits.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43119
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.
10 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43120
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.
10 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43121
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.
10 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 43122
No Classroom Required
Minneapolis: No Room
This clinical practice section is intended for candidates seeking licensure in multiple fields or grade ranges requiring additional credits and time in the classroom. As the culminating experience of the teacher licensure program, clinical practice provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all education courses in Blocks 1, 2, and 3, plus unconditional admission to the teacher education program, plus admission to clinical practice, senior status.
12 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:00 pm |
Subject: Reading (Grad Ed) (READ)
CRN: 43165
In Person | Lecture
St Paul: McNeely Hall 229
This course develops knowledge and strategies in planning and teaching reading in grades K-6. Curriculum methods and organization of the reading program are explored in the context of best practices and professional reading standards. The course will present developmentally appropriate practices for Kindergarten through intermediate grades, current knowledge base of research, and recommendations for professional development.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 41747
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to exam the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 42284
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to learn to assess, evaluate, identify needs, develop goals and objectives, design intervention plans, monitor effectiveness and adjust programming for individuals with communication and social skill needs. This course provides an overview of typical social and communication development, as compared and contrasted to the delayed and disordered social and communication development of individuals who experience challenges, and the impact of communication and social differences on learning and behavior.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:00 pm 5:00 pm |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 41283
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to provide a practicum in an educational setting working with a range of students with autism spectrum disorder (ASD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
09/07 - 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
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
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
+ asynchronous coursework |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40268
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to develop professional practices including developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families, and community members; applying collaboration practices when co-teaching, consulting, developing interagency agreements, and supervising paraprofessionals; and utilizing current educational technology in the classroom to impact student learning. This course provides these professional practices in the context of program planning and implementation for students receiving special education services.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
+ asynchronous coursework |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 41748
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 41749
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
+ asynchronous coursework |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40270
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
3 Credits
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
The purpose of this course is to provide a practicum in an educational setting working with a range of students with mild to moderate disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
09/07 - 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
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
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
The purpose of this course is to provide a practicum in an educational setting with a range of students with emotional behavioral disorders (EBD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
09/07 - 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
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
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
The purpose of this course is to provide a practicum in an educational, family, hospital and/or community-based setting with infants, toddlers, preschoolers, including children with disabilities and their families. This practicum will provide opportunities for planning and implementing early intervention services; utilizing curriculum for an early-childhood class with adaptations for children with disabilities; selecting individual goals; and embedding goals in routines and curricular activities; developing skills in assessment and evaluation; and partnering with families in home and/or educational settings. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 41750
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview of special education and specific categories of exceptionality and examine the theories, legal mandates, definitions, and terminology related to special education. This course provides characteristics of individuals with exceptionalities including but not limited to: gifted and talented, autism spectrum disorder, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, other health disorders, and speech and language disorders.
3 Credits
09/07 - 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
The purpose of this course is to provide a practicum in an educational -based setting with a range of students with developmental disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
09/07 - 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
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
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
+ asynchronous coursework |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 40267
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to provide a foundation for working with preschoolers and their families in early childhood and early childhood special education programs with an emphasis on typical and atypical early-childhood development, developmentally appropriate practice, and developing curriculum that is functional, appropriate, adaptable and fun. This course provides an opportunity to create curriculum units that enhance child development and are adapted for children with a variety of disabilities. Prerequisite(s): SPED 750 Survey of Exceptionality or Advisor Approval.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 41751
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.
3 Credits
09/07 - 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
The purpose of this course is to provide a practicum in an educational setting working with students with learning disabilities that addresses competencies for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience. Prerequisites: Satisfactory completion of fieldwork experiences.
3 Credits
09/07 - 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
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
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Education (UG) (SPUG)
CRN: 40696
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to learn to assess, evaluate, identify needs, develop goals and objectives, design intervention plans, monitor effectiveness and adjust programming for individuals with communication and social skill needs. This course provides an overview of typical social and communication development, as compared and contrasted to the delayed and disordered social and communication development of individuals who experience challenges, and the impact of communication and social differences on learning and behavior.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
+ asynchronous coursework |
Subject: Special Education (UG) (SPUG)
CRN: 40274
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to develop professional practices including developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families, and community members; applying collaboration practices when co-teaching, consulting, developing interagency agreements, and supervising paraprofessionals; and utilizing current educational technology in the classroom to impact student learning. This course provides these professional practices in the context of program planning and implementation for students receiving special education services.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
+ asynchronous coursework |
Subject: Special Education (UG) (SPUG)
CRN: 40697
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Education (UG) (SPUG)
CRN: 40698
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
+ asynchronous coursework |
Subject: Special Education (UG) (SPUG)
CRN: 40276
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Education (UG) (SPUG)
CRN: 40695
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Education (UG) (SPUG)
CRN: 41752
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview of special education and specific categories of exceptionality and examine the theories, legal mandates, definitions, and terminology related to special education. This course provides characteristics of individuals with exceptionalities including but not limited to: gifted and talented, autism spectrum disorder, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, other health disorders, and speech and language disorders.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
+ asynchronous coursework |
Subject: Special Education (UG) (SPUG)
CRN: 40277
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to provide a foundation for working with preschoolers and their families in early childhood and early childhood special education programs with an emphasis on typical and atypical early-childhood development, developmentally appropriate practice, and developing curriculum that is functional, appropriate, adaptable and fun. This course provides an opportunity to create curriculum units that enhance child development and are adapted for children with a variety of disabilities.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
+ asynchronous coursework |
Subject: Special Education (UG) (SPUG)
CRN: 41753
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
+ asynchronous coursework |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43124
Online: Asynchronous | Lecture
Online
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education’s impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
+ asynchronous coursework |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43126
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Communication Arts and Literature. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12. Including curriculum content and sources; national and state standards; performance based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: TEGR 530, 532; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: TEGR 536 Field Exp III: (5-12) Communication Arts & Literature.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
+ asynchronous coursework |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43127
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Mathematics. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; national and state standards; performance based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: TEGR 530, 532; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: TEGR 541 Field Exp III: (5-12) Mathematics.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
+ asynchronous coursework |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43128
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Science. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; national and state standards; performance based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: TEGR 530,532; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: TEGR 544 Field Exp III: (5-12) Science.
4 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
+ asynchronous coursework |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43129
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
This course is designed to prepare teachers who will effectively engage learners with the curriculum of Social Studies. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; national and state standards; performance based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: TEGR 530, 532; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: TEGR 546 Field Exp III: (5-12) Social Studies.
4 Credits
M | T | W | Th | F | Sa | Su |
09/07: 09/28: 10/19: 11/16: 12/14: |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43130
Online: Some Synchronous | Lecture
Online
Requirements Met:
CommGood/Community-Engaged
This course integrates psychological principles of learning with evidence-based strategies for effective instruction. Prospective teachers explore the scientific knowledge base that underlies good teaching and build a repertoire of practices to support individual learner success within positive classroom environments. Participants analyze and personalize standards-based instruction, differentiation strategies, performance-enhancing assessment, and technology-assisted teaching and learning. Prerequisite: TEGR 510 or permission of chair. Concurrent registration: TEGR 532 Field Experience II: Learning and Teaching.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43142
No Classroom Required
Minneapolis: No Room
The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching: Who are the learners and how do they learn? In what ways are they diverse? What general approaches can I use to meet each learner's needs? How can I maximize this opportunity to help me develop as a professional? Prerequisites: TEGR510, 511. Concurrent registration with TEGR530. Grading: Satisfactory/Unsatisfactory.
1 Credits
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
The University of St. Thomas Teacher Education Program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 516. Grading: Satisfactory/Unsatisfactory
1 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43144
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 570. Grading: Satisfactory/Unsatisfactory
1 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43145
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and disposition of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisites: TEGR 512, 530 and concurrent registration with HLTH 450. Grading: Satisfactory/Unsatisfactory
1 Credits
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
The Univeristy of St. Thoms Teacher Education program utilizes a progression of structured, in-school field experiences to expand vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: TEGR 512, 530 concurrent registration with TEGR 517. Grading: Satisfactory/Unsatisfactory.
1 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43147
No Classroom Required
Minneapolis: No Room
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
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
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: TEGR 512, 530. Concurrent registration with TEGR 518. Grading: Satisfactory/Unsatisfactory.
1 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43152
No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student poplulations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: TEGR 512, 530 and concurrent registration with TEGR 519. Grading Satisfactory/Unsatisfactory.
1 Credits
09/07 - 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
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
7:15 pm |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43156
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 301
This course is designed to prepare teachers who will effectively engage learners with science and help them have the skills for lifelong healthy, active living. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisite: TEGR 530 and 532.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
4:30 pm |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43157
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
This course is designed to prepare teachers who will effectively engage learners with Social Studies and Fine Arts. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisite: TEGR 530 and 532.
3 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
+ asynchronous coursework |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43159
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
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
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
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43161
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43162
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43163
No Classroom Required
Minneapolis: No Room
As the culminating experience of the graduate teacher licensure program, student teaching provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars encourage students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Student teaching is a full-time commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all other required licensure coursework, Unconditional Admission to the Teacher Education Program, Admission to student teaching. Extended time for multiple experiences.
9 Credits
09/07 - 12/21 | ||||||
M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 43164
No Classroom Required
Minneapolis: No Room
Designed for licensured teachers seeking to add an additional area of licensure, or for students holding a baccalaureate degree from an accredited school who have had non-licensed teaching experience for a minimum of two years in an accredited K-12 school setting. (Written verification and evaluation of teaching experience is required.) The student teaching placement will be made for one-half semester. The University of St. Thomas reserves the right to extend the experience should evaluations warrant. Prerequisites: Acceptance into education program, completion of all required courses for licensure, admission to student teaching. Offered periodically, consult with your advisor regarding availability.
4 Credits