Enrollment and waitlist data for current and upcoming courses refresh every 10 minutes; all other information as of 6:00 AM.
| 03/27 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 22563
Online: Asynchronous | Lecture
Online
Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.
3 Credits
| M | T | W | Th | F | Sa | Su |
02/04: 03/11: 05/06: |
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 22564
Online: Some Synchronous | Lecture
Online
This course is for those who wish to use instructional technology in a more effective manner. The course will consider the use and evaluation of microcomputer-based learning systems, video systems, audio devices that have high potential for learning systems and effective combinations of the above systems in various learning environments. Each student will design, develop and evaluate an instructional or learning project that employs these techniques.
3 Credits
| M | T | W | Th | F | Sa | Su |
02/16: 03/16: 04/20: 05/04: 05/18: |
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 22565
Online: Some Synchronous | Lecture
Online
This course focuses on the purposes and types of assessment used in school settings to understand and document student achievement. Course participants explore guiding principles for classroom assessment, articulate achievement targets, develop assessment methods, including performance assessment, portfolios, etc. aligned with achievement targets, and create effective methods for communicating about students' learning.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23222
Independent Study
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23223
Independent Study
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22466
Online: Asynchronous | Lecture
Online
This course examines the theories, models and trends that inform the design of learning with technology. Participants will expand and apply their knowledge of instructional strategies, instructional design and technology principles to real-world problems as they explore current issues and innovative approaches related to instructional design and educational technology. They will partner with an educational organization to create a professional development plan and will develop online learning resources to help support this plan.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22467
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
This course explores the connections of theory and practice in administrative leadership and management of student affairs. Beginning with higher education finance and budget management, the course broadens to include the principles of supervision and management and their connections to professional standards and best practices. You will be provided the opportunity to practice leadership and management in your own department while also creating the partnerships needed within student affairs and with other faculty and staff colleagues.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22468
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions in a seminar that emphasizes the importance of reflective practice.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22469
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22472
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.
3 Credits
| 03/27 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22473
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22474
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
Jayne Sommers, Christina Holmgren
This course focuses on the background assumptions that shape both student learning and development. A variety of learning and human development theories will be explored. The course examines how students learn and construct meaning and create knowledge. Further, it explores theories and models on how to facilitate the development of a student-centered integrated learning environment.
3 Credits
| 01/30 - 03/17 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22475
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:30 pm 7:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22476
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
The first practicum provides an overview of critical roles and responsibilities of a school principal. Students will be able to examine culture, climate, accessibility, and how a school functions to build rituals and routines within a larger organization. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the school principal position under the supervision of an experienced principal who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of seminars, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the principal licensure coursework. Prerequisites: EDLD 575 or EDLD 576, or a State-approved teaching license
1 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:30 pm 7:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22478
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
The first practicum provides an overview of critical roles and responsibilities of a special education director. This is a central office position which requires organizational oversight of special education program in a district. Students will be able to examine federal and state mandates related to inclusion practices and IDEA regulations. Students identify the competencies that they need to concentrate on during the first practicum. Candidates examine the primary role of a special education director through the pre-assessment with the university supervisor and onsite cooperating special education director. Additionally, students begin to understand how to work effectively with school principals. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the Director of Special Education position under the supervision of an experienced Director who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of individual or group sessions, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the Director of Special Education licensure coursework. Prerequisites: EDLD 575 or EDLD 576, or a State-approved teaching license
1 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
02/03: 02/03: 02/24: 02/24: 03/31: 03/31: 05/05: 05/05: |
02/04: 02/04: 02/25: 02/25: 04/01: 04/01: 05/06: 05/06: |
|||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22479
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 418
Online
This is the capstone course for the leadership in student affairs concentration in the master's program in educational leadership. It integrates the coursework and experiences into a systemic view of student affairs and higher education and the practitioner's role in optimizing the student learning experience. It focuses on strategies for influencing organizational culture in order to provide an enriched integrated learning experience for the college student.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22480
Online: Asynchronous | Lecture
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 first practicum focuses on school board governance.
1 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23206
Directed Study
Minneapolis: In Person
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
02/04 - 02/11: 02/04 - 02/11: 02/25: 02/25: 03/11 - 03/18: 03/11 - 03/18: 04/15: 04/15: 04/29 - 05/06: 04/29 - 05/06: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22481
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
A comprehensive introduction to survey research, beginning with its philosophical premises. The course covers item construction, analysis and the integration of surveys with other data-collection techniques. Participants work with a common database but are encouraged to apply course principles to a survey project of their own. (This course assumes completion of CIED 500, EDLD 625, and EDLD 904.)
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm 5:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22482
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 417
Online
In this course, students will learn various types of data analysis. The course addresses such issues as coding, data analysis, content analysis, and alternative approaches to analyzing and writing about research data. Students will have the opportunity to analyze their own data collected from their own research studies. Prerequisite: EDLD 904
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
01/31: 01/31: 02/14: 02/14: 02/28: 02/28: 03/14: 03/14: 04/04: 04/04: 04/18: 04/18: 05/02: 05/02: |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22483
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
This course explores the social, cultural, and historical foundations of education. We will consider education as formal schooling at all levels and analyze the development of schooling as a social institution in relationship to broader social, cultural, and political economic relations from a historical perspective. We will learn about and apply major theoretical concepts which scholars of education have developed to understand the dialectical relationship between schooling and society.
3 Credits
| M | T | W | Th | F | Sa | Su |
02/07: 02/07: 02/21: 02/21: 03/07: 03/07: 03/28: 03/28: 04/11: 04/11: 04/25: 04/25: 05/09: 05/09: |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22484
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
This course engages students in an exploration of the intersections of critical theories, social justice, and leadership in education. Readings, written reflections, and class discussions provide an opportunity for participants to understand more deeply how social identities inform perspectives, professional practices, and leadership styles. Students interrogate identity development models and concepts of inclusivity, allyship, and multiculturalism through a critical lens. Students use various theories, such as feminist theory, critical race theory, gender theories, and queer theory to examine their role and participation in educational institutions and communities.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22485
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22486
No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22487
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22488
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22491
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22492
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22494
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22498
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23076
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23077
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23078
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22499
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22500
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22501
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22502
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23042
Dissertation/Thesis
Online
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23079
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23080
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22503
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22504
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22505
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22506
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23081
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23082
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23083
Dissertation/Thesis
Minneapolis: No Room
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22507
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22508
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22509
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22510
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23084
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23085
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 23086
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22511
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
6:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 22660
In Person | Lecture
St Paul: Brady Educational Center LL07
Requirements Met:
School of Ed Transfer Course
Contemporary music pedagogy for children in pre-Kindergarten through Grade 2. Examination of goals, objectives, diverse music repertoire, spiral curriculum content and skill development, strategies, materials, and methods. Study of learning styles, developmental stages, and culturally sensitive materials. Designing lessons and classroom environments for effective music teaching and learning. Techniques for classroom management and discipline. National and state standards for music education relative to Grades pre K-2 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: soprano recorder and lap dulcimer. Offered spring of odd numbered years. Taken concurrently with MUSC 341.
2 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 22531
In Person | Lecture
St Paul: Murray-Herrick Campus Center 305H
Requirements Met:
CommGood/Community-Engaged
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 22532
In Person | Lecture
St Paul: Murray-Herrick Campus Center 305H
Requirements Met:
CommGood/Community-Engaged
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22945
In Person | Directed Study
St Paul: Brady Educational Center
A continuation of Pedagogy and Literature for Music Performers I, this class will survey methods and materials for performance studies. Discussions will include principles of technique, learning theories, musicianship, and performance based upon a wide and diverse body of literature. Students should sign up for section numbers that correspond with primary area of performance. Section 1: Voice; Section 2: Keyboard; Section 3: Guitar; Section 4: Winds/Percussion/Brass. Prerequisites: EDUC 308/MUSC 308
2 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 22613
In Person | Lecture
St Paul: Brady Educational Center LL07
Requirements Met:
School of Ed Transfer Course
Teaching Techniques for the String Family: The teaching-techniques courses are designed to acquaint the prospective instrumental teacher with the fundamental principles underlying the correct playing of wind, percussion and string instruments. Basic concepts important in teaching others to play these instruments are stressed. The uses and merits of a variety of method books are discussed as they pertain to lesson and unit planning. Solo and ensemble literature also are covered. Students will learn how to select instruments, mouthpieces and other equipment appropriate for elementary and secondary instrumental pupils. Offered spring of odd years.
2 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 22533
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Old Core Requirements Met:
UG Core Human Diversity
2020 Core Requirements Met:
Diversity/Soc Just
Other Requirements Met:
Family Studies Major Approved
Family Studies Minor Approved
CommGood/Community-Engaged
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 22534
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Requirements Met:
CommGood/Community-Engaged
Writing to learn
This course integrates principles of learning with evidence-based strategies for effective instruction. Prospective K-12 teachers explore the scientific knowledge base that underlies good teaching and build a repertoire of practices to support individual learner success within positive classroom environments. Participants analyze and personalize standards-based instruction, differentiation strategies, performance-enhancing assessment, and technology-assisted teaching and learning. Prerequisite: EDUC 210 or permission of chair. Concurrent registration: EDUC 332 Field Experience II: Learning and Teaching.
4 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22535
In Person | 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22536
In Person | 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 22539
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Requirements Met:
Writing in the Discipline
This course is designed to equip prospective teachers with knowledge, skills and attitudes for assisting grades 5-12 students to effectively gain knowledge from content-area written media. Campus and school-site experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. Emphasis is on supporting students' academic achievement through research-based, differentiated strategies for teaching content through reading materials such as textbooks, written directions, newspapers, graphs/charts/maps, and manuals. Prerequisite: 210
4 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 22540
Online: Some Synchronous | Lecture
Online
Amy Hewett-Olatunde, Martin Odima
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 inclusive practices for learner variations in the areas of: special education (SPED) and English as a second language (ESL), while examining the crucial role of educators in influencing positive, systemic change for social justice.  Prerequisites: Successful completion of year 3 education course sequence and Elementary Education majors.
4 Credits
| 01/30 - 03/17 | ||||||
| M | T | W | Th | F | Sa | Su |
9:35 am |
9:35 am |
|||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 22541
Blended Online & In-Person | Lecture
Minneapolis: McNeely Hall 114
Online
This course, grounded in research-based interventions, is designed to assist in developing knowledge and skills to plan, implement and assess classroom environments, engagement, and interactions.  The course will provide an overview of multi-tiered systems of support and focus on strategies to create positive and engaging classroom environments for all students.  Students will examine the basic components of classroom culture and relationships, ways to teach classroom expectations and routines, and plan for responses to appropriate and challenging behavior. 
2 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22778
In Person | No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, Residency in Teaching II fulfills the official student teaching requirement and provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. This is the second semester of a year-long residency placement in the elementary school. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Residency in Teaching II is a full-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, 3, and Residency in Teaching I; 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.  
10 Credits
| M | T | W | Th | F | Sa | Su |
02/04: 03/11: 05/06: |
Subject: Education (UG) (EDUC)
CRN: 22542
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22544
In Person | 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22545
In Person | 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm 5:00 pm |
||||||
Subject: Reading (Grad Ed) (READ)
CRN: 22566
CoFlex:In Person&Online Sync | Lecture
St Paul: Murray-Herrick Campus Center 305H
Online
The student will examine the nature of reading problems, formal and informal approaches to diagnosis, current assessment practices, the development of reading programs for specific needs, and application of specific strategies to instructional settings.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21018
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21309
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm 5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20466
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21312
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20865
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20752
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 21649
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20467
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 22411
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.
4 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20468
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20469
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 22391
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.Â
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20803
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21310
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 322
Online
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
4 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21313
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
4 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21308
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21311
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21315
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
2:30 pm 2:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 22392
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.
4 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 21307
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 20868
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm 5:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22546
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 450
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).
3 Credits
| M | T | W | Th | F | Sa | Su |
02/02: 02/23: 03/16: 04/20: 05/11: |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22547
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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22548
In Person | No Classroom Required
Other: No Room
The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching: Who are the learners and how do they learn? In what ways are they diverse? What general approaches can I use to meet each learner's needs? How can I maximize this opportunity to help me develop as a professional? Prerequisites: TEGR510, 511. Concurrent registration with TEGR530. Grading: Satisfactory/Unsatisfactory.
1 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22549
In Person | 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 570. Grading: Satisfactory/Unsatisfactory
1 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22550
In Person | 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 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22551
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
1 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22553
Online: Some Synchronous | Lecture
Online
This course is Part 1 of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents developmentally appropriate practice for kindergarten, primary, and intermediate grades, the current knowledge base of research, and recommendations for professional development. As the introductory course in literacy, it focuses on language development, assessment and interpretation of relevant data regarding literacy processes, and serves as the knowledge base for understanding curricular development in and applications for literacy in the elementary classroom. Participants will research critical issues in the field of literacy development. Prerequisite: TEGR 510.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22554
Online: Asynchronous | Lecture
Online
This course is Part II of a two-course literary sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents research-based best practices in teaching reading for kindergarten, primary, and intermediate grades. This second course in the literacy sequence extends the foundations in language, assessment and interpretation of relevant data regarding literacy processes, and explorations into children's literature to classroom applications in composing processes (writer's workshop), assessment and evaluation as it informs teaching, planning and reflection, and interdisciplinary instruction. Participants will research critical issues in the field of literacy development. By Special Permission Only. Prerequisite: TEGR 550.
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22555
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 322
This course is designed to prepare teachers who will effectively engage learners with mathematics and technology. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisite: TEGR 530, 532 and MATH 100, 121. Corequisite: TEGR 537
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm 5:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22556
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis
Online
The course is designed to equip prospective teachers with knowledge, skills and attitudes for assisting grades 5-12 students to effectively gain knowledge from content-area written media. Campus and school-site experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. Emphasis is on supporting students' academic achievement through research-based, differentiated strategies for teaching content through reading materials such as textbooks, written directions, newspapers, graphs/charts/maps, and manuals. Prerequisite: TEGR 510
3 Credits
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22557
In Person | 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22558
In Person | 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22559
In Person | 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22560
In Person | 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22561
In Person | 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
| 01/30 - 05/19 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22562
In Person | No Classroom Required
Minneapolis: No Room
This university supervised field experience provides the opportunity for students to demonstrate their classroom knowledge and skills relating to a new licensure endorsement area. Prerequisite: Permission of Department Chair.
2 Credits