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CIED: Curric & Instr (Grad Ed)

551-01
Learning Design with Tech
 
See Details
L. Block
 
02/05 - 05/24
25/23/0
Lecture
CRN 22431
3 Cr.
Size: 25
Enrolled: 23
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
         

02/10:
9:00 am
10:00 am
Online

03/09:
9:00 am
10:00 am
Online

05/04:
9:00 am
10:00 am
Online

 
+ asynchronous coursework

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

CRN: 22431

Online: Some Synchronous | Lecture

Online

  Lanise Block

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.

3 Credits

670-01
Assessment for Learning
 
See Details
K. Chien
 
02/05 - 05/24
25/15/0
Lecture
CRN 22432
3 Cr.
Size: 25
Enrolled: 15
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
     

02/15:
7:00 pm
8:00 pm
Online

03/14:
7:00 pm
8:00 pm
Online

04/18:
7:00 pm
8:00 pm
Online

05/02:
7:00 pm
8:00 pm
Online

05/16:
7:00 pm
8:00 pm
Online

     
+ asynchronous coursework

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

CRN: 22432

Online: Some Synchronous | Lecture

Online

  Khrisslyn Chien

This course focuses on the purposes and types of assessment used in school settings to understand and document student achievement. Course participants explore guiding principles for classroom assessment, articulate achievement targets, develop assessment methods, including performance assessment, portfolios, etc. aligned with achievement targets, and create effective methods for communicating about students' learning.

3 Credits

EDLD: Ed. Leadership (Grad Ed)

583-01
Creativity and Innovation
 
Online
M. Velasco
 
02/05 - 05/24
25/15/0
Lecture
CRN 22470
3 Cr.
Size: 25
Enrolled: 15
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             
+ asynchronous coursework

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

CRN: 22470

Online: Asynchronous | Lecture

Online

  Margaret Velasco

This course explores creativity and innovation in education through case studies, hands-on activities, and community-based learning initiatives. Participants will draw insights from most successful and innovative initiatives from K-12, higher education, and learning organizations to explore their approaches. In this course, participants will apply a learning design method from previous courses to pitch an innovation initiative with a community partner, schools, or organization. As the capstone course in the program, the innovation initiative provides an opportunity for students to gather new field experiences and to produce tangible evidence of the design, implementation, and evaluation of the initiative. Prerequisites: three courses in the Certificate in Learning Technology Leadership and Innovation or instructor’s consent.

3 Credits

715-01
Admin Ldrshp in Stu Affairs
 
M 4:30 pm - 7:00 pm
M. Grewe
 
02/05 - 05/24
25/7/0
Lecture
CRN 22471
3 Cr.
Size: 25
Enrolled: 7
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

4:30 pm
7:00 pm
Online

           

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

CRN: 22471

Online: Some Synchronous | Lecture

Online

  Michael Grewe

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

780-01
Master's Integrative Seminar
 
See Details
J. Bongila
 
02/05 - 05/24
25/2/0
Lecture
CRN 22472
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

7:15 pm
9:00 pm
MOH 417

7:15 pm
9:00 pm
Online

         

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

CRN: 22472

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 417

Online

  Jean Bongila

This is a capstone course for the M.A. in Educational Leadership. It is designed for students to critically reflect upon and articulate their learning. Students examine cases through various frames, read leadership literature and evaluate their experiences.

3 Credits

785-01
Clinical Prac: Stu Affairs I
 
See Details
J. Rassett
 
02/05 - 05/24
13/4/0
Lecture
CRN 22473
3 Cr.
Size: 13
Enrolled: 4
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 301

4:30 pm
7:00 pm
Online

       

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

CRN: 22473

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 301

Online

  Jenn Rassett

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

786-01
Clinical Prac: Stu Affairs II
 
See Details
J. Rassett
 
02/05 - 05/24
12/2/0
Lecture
CRN 22474
3 Cr.
Size: 12
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 301

4:30 pm
7:00 pm
Online

       

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

CRN: 22474

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 301

Online

  Jenn Rassett

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

801-01
Ldrshp & Organiz Theory
 
See Details
J. Bongila
 
02/05 - 05/24
25/12/0
Lecture
CRN 22475
3 Cr.
Size: 25
Enrolled: 12
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

4:30 pm
7:00 pm
MOH 419

4:30 pm
7:00 pm
Online

         

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

CRN: 22475

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 419

Online

  Jean Bongila

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

801-02
Ldrshp & Organiz Theory
 
See Details
A. Wharton-Beck
 
04/02 - 05/24
25/13/0
Lecture
CRN 22477
3 Cr.
Size: 25
Enrolled: 13
Waitlisted: 0
04/02 - 05/24
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 419

4:30 pm
7:00 pm
Online

       
+ asynchronous coursework

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

CRN: 22477

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 419

Online

  Aura Wharton-Beck

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

806-01
College Student Devel Theory
 
See Details
J. Sommers
 
02/05 - 05/24
25/8/0
Lecture
CRN 22478
3 Cr.
Size: 25
Enrolled: 8
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

4:30 pm
7:00 pm
MOH 321

4:30 pm
7:00 pm
Online

           

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

CRN: 22478

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 321

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

820-01
School Law
 
See Details
H. Johnson
 
02/05 - 03/22
25/15/0
Lecture
CRN 22480
3 Cr.
Size: 25
Enrolled: 15
Waitlisted: 0
02/05 - 03/22
M T W Th F Sa Su
   

4:45 pm
7:15 pm
Online

       
+ asynchronous coursework

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

CRN: 22480

Online: Some Synchronous | Lecture

Online

  Heidi Johnson

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

833-01
Clin Prac Sem II: Principal
 
See Details
G. Martin
 
02/05 - 05/24
25/8/0
Lecture
CRN 22482
1 Cr.
Size: 25
Enrolled: 8
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

02/07:
7:30 pm
9:00 pm
MOH 419

02/07:
7:30 pm
9:00 pm
Online

03/06:
7:30 pm
9:00 pm
MOH 419

03/06:
7:30 pm
9:00 pm
Online

04/03:
7:30 pm
9:00 pm
MOH 419

04/03:
7:30 pm
9:00 pm
Online

05/01:
7:30 pm
9:00 pm
MOH 419

05/01:
7:30 pm
9:00 pm
Online

       
+ asynchronous coursework

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

CRN: 22482

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 419

Online

  Gregory Martin

The second practicum focuses on curriculum planning, assessment of student learning, engaging key stakeholders, and navigating issues related to school finance. The participants will review curriculum and student learning through data points and analytics. 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 832 or 852; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license

1 Credits

838-01
Educational Management
 
See Details
M. Livermore
 
02/05 - 05/24
25/12/0
Lecture
CRN 22483
3 Cr.
Size: 25
Enrolled: 12
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
     

4:30 pm
7:00 pm
MOH 417

4:30 pm
7:00 pm
Online

     

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

CRN: 22483

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 417

Online

  Melissa Livermore

This course focuses on the contextual application of management strategies within an educational organization. Educational Management addresses particularly issues of management styles and models, human resources, budgetary management and project management.

3 Credits

847-01
Tchr Ldrship and Peer Coaching
 
See Details
D. Grambow
 
02/05 - 05/24
25/7/0
Lecture
CRN 22484
3 Cr.
Size: 25
Enrolled: 7
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
     

7:30 pm
9:00 pm
MOH 419

7:30 pm
9:00 pm
Online

     
+ asynchronous coursework

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

CRN: 22484

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 419

Online

  David Grambow

This course supports your development as a teacher or program leader and peer coach. Teacher leaders engage in program or school renewal through professional learning, peer coaching, collaboration with colleagues, and reflective practice. This course involves four main components related to the development of teacher or program leaders and peer coaches: (1) knowledge of learning and teaching and culturally sustaining pedagogy; (2) forms of peer coaching, including collaborative work (CW) and formal observations; (3) stages of teacher development and models of professional learning; and (4) types, purposes, and styles of reflective practice and teacher (action) research. Instructional approaches include both large and small group work and simulation/role play as well as field experiences emphasizing authentic applications of theory and practice in school and community settings.

3 Credits

853-01
Clin Prac Sem II SPED Director
 
See Details
K. Adams
 
02/05 - 05/24
25/7/0
Lecture
CRN 22669
1 Cr.
Size: 25
Enrolled: 7
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

02/07:
7:30 pm
9:00 pm
MOH 417

02/07:
7:30 pm
9:00 pm
Online

04/03:
7:30 pm
9:00 pm
MOH 417

04/03:
7:30 pm
9:00 pm
Online

05/01:
7:30 pm
9:00 pm
MOH 417

05/01:
7:30 pm
9:00 pm
Online

       
+ asynchronous coursework

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

CRN: 22669

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 417

Online

  Kim Adams

The second practicum examines due process compliance and monitoring, implementation of IEPs and extended school year options, and legal issues related to special education. Students learn how to assess differentiated instruction for student growth. 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 832 or 852; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license

1 Credits

864-01
Ldrshp-Stu Affairs Capstone
 
See Details
V. Klobassa
 
02/05 - 05/24
25/6/0
Lecture
CRN 22670
3 Cr.
Size: 25
Enrolled: 6
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
       

02/09:
5:00 pm
8:00 pm
MHC 211

02/09:
5:00 pm
8:00 pm
Online

02/23:
5:00 pm
8:00 pm
MHC 211

02/23:
5:00 pm
8:00 pm
Online

03/22:
5:00 pm
8:00 pm
MHC 211

03/22:
5:00 pm
8:00 pm
Online

05/03:
2:00 pm
6:00 pm
MOH 403

05/03:
2:00 pm
6:00 pm
Online

02/10:
9:00 am
3:00 pm
MHC 211

02/10:
9:00 am
3:00 pm
Online

02/24:
9:00 am
3:00 pm
MHC 211

02/24:
9:00 am
3:00 pm
Online

03/23:
9:00 am
3:00 pm
MOH 403

03/23:
9:00 am
3:00 pm
Online

05/04:
9:00 am
3:00 pm
MOH 403

05/04:
9:00 am
3:00 pm
Online

 
+ asynchronous coursework

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

CRN: 22670

CoFlex:In Person&Online Sync | Lecture

St Paul: Murray-Herrick Campus Center 211

St Paul: Opus Hall - Minneapolis 403

Online

  Vern Klobassa

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

865-01
Clin Prac Sem I Superintendt
 
Online
M. Lovett
 
02/05 - 05/24
25/5/0
Lecture
CRN 22672
1 Cr.
Size: 25
Enrolled: 5
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             
+ asynchronous coursework

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

CRN: 22672

Online: Asynchronous | Lecture

Online

  Michael Lovett

This course is designed to provide students with an opportunity to develop leadership knowledge and skills as a practicing administrator, with a focus on the knowledge and professional experiences necessary for a successful school superintendent or other central office position which works closely with a superintendent and school board. The first practicum focuses on school board governance.

1 Credits

902-01
Quantitative Research Methods
 
See Details
N. Sorenson
 
02/05 - 05/24
25/13/0
Lecture
CRN 22673
3 Cr.
Size: 25
Enrolled: 13
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
     

02/08:
5:30 pm
8:30 pm
MOH 403

02/08:
5:30 pm
8:30 pm
Online

02/22:
5:30 pm
8:30 pm
MOH 403

02/22:
5:30 pm
8:30 pm
Online

03/07:
5:30 pm
8:30 pm
MOH 403

03/07:
5:30 pm
8:30 pm
Online

03/21:
5:30 pm
8:30 pm
MOH 403

03/21:
5:30 pm
8:30 pm
Online

04/04:
5:30 pm
8:30 pm
MOH 403

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

04/18:
5:30 pm
8:30 pm
MOH 403

04/18:
5:30 pm
8:30 pm
Online

05/02:
5:30 pm
8:30 pm
MOH 403

05/02:
5:30 pm
8:30 pm
Online

05/16:
5:30 pm
8:30 pm
MOH 403

05/16:
5:30 pm
8:30 pm
Online

     
+ asynchronous coursework

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

CRN: 22673

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 403

Online

  Nichole Sorenson

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

905-01
Analysis of Research Data
 
See Details
J. Bongila
 
02/05 - 05/24
25/11/0
Lecture
CRN 22674
3 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

7:30 pm
9:00 pm
MOH 322

7:30 pm
9:00 pm
Online

       

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

CRN: 22674

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 322

Online

  Jean Bongila

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

919-01
Lead. for Social Justice in Ed
 
See Details
A. Wharton-Beck
 
02/05 - 05/24
25/17/0
Lecture
CRN 22675
3 Cr.
Size: 25
Enrolled: 17
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
         

02/17:
8:30 am
11:30 am
MOH 318

02/17:
8:30 am
11:30 am
Online

03/02:
8:30 am
11:30 am
MOH 318

03/02:
8:30 am
11:30 am
Online

03/16:
8:30 am
11:30 am
MOH 318

03/16:
8:30 am
11:30 am
Online

04/06:
8:30 am
11:30 am
MOH 318

04/06:
8:30 am
11:30 am
Online

04/20:
8:30 am
11:30 am
MOH 318

04/20:
8:30 am
11:30 am
Online

05/04:
8:30 am
11:30 am
MOH 318

05/04:
8:30 am
11:30 am
Online

 
+ asynchronous coursework

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

CRN: 22675

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 318

Online

  Aura Wharton-Beck

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

921-02
Research Proposal Design
 
See Instructor
A. Wharton-Beck
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22854
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22854

No Classroom Required

Minneapolis: No Room

  Aura Wharton-Beck

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920

3 Credits

921-03
Research Proposal Design
 
See Instructor
J. Sommers
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22857
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22857

No Classroom Required

Minneapolis: No Room

  Jayne Sommers

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920

3 Credits

921-04
Research Proposal Design
 
See Instructor
J. Bongila
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22858
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22858

No Classroom Required

Minneapolis: No Room

  Jean Bongila

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920

3 Credits

921-05
Research Proposal Design
 
See Instructor
D. Orzolek
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22856
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22856

No Classroom Required

Minneapolis: No Room

  Douglas Orzolek

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920

3 Credits

921-06
Research Proposal Design
 
See Instructor
L. Stansberry Brusnahan
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22859
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22859

No Classroom Required

Minneapolis: No Room

  Lynn Stansberry Brusnahan

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920

3 Credits

921-07
Research Proposal Design
 
See Instructor
S. Gatti
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22861
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22861

No Classroom Required

Minneapolis: No Room

  Shelley Gatti

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920

3 Credits

921-08
Research Proposal Design
 
See Instructor
S. Noonan
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22860
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22860

No Classroom Required

Minneapolis: No Room

  Sarah Noonan

In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: EDLD 920

3 Credits

922-02
Dissertation
 
See Instructor
A. Wharton-Beck
 
02/05 - 05/24
25/1/0
Dissertation/Thesis
CRN 22862
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22862

Dissertation/Thesis

Minneapolis: No Room

922-03
Dissertation
 
See Instructor
J. Sommers
 
02/05 - 05/24
25/3/0
Dissertation/Thesis
CRN 22865
3 Cr.
Size: 25
Enrolled: 3
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22865

Dissertation/Thesis

Minneapolis: No Room

922-04
Dissertation
 
See Instructor
J. Bongila
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22866
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22866

Dissertation/Thesis

Minneapolis: No Room

922-05
Dissertation
 
See Instructor
D. Orzolek
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22864
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22864

Dissertation/Thesis

Minneapolis: No Room

922-06
Dissertation
 
See Instructor
L. Stansberry Brusnahan
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22867
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22867

Dissertation/Thesis

Minneapolis: No Room

922-07
Dissertation
 
See Instructor
S. Gatti
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22869
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22869

Dissertation/Thesis

Minneapolis: No Room

922-08
Dissertation
 
See Instructor
S. Noonan
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22868
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22868

Dissertation/Thesis

Minneapolis: No Room

922-09
Dissertation
 
See Instructor
K. Howard
 
02/05 - 05/24
25/1/0
Dissertation/Thesis
CRN 23015
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 23015

Dissertation/Thesis

Minneapolis: No Room

923-02
Dissertation
 
See Instructor
A. Wharton-Beck
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22870
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22870

Dissertation/Thesis

Minneapolis: No Room

923-03
Dissertation
 
See Instructor
J. Sommers
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22873
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22873

Dissertation/Thesis

Minneapolis: No Room

923-04
Dissertation
 
See Instructor
J. Bongila
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22874
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22874

Dissertation/Thesis

Minneapolis: No Room

923-05
Dissertation
 
See Instructor
D. Orzolek
 
02/05 - 05/24
25/1/0
Dissertation/Thesis
CRN 22872
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22872

Dissertation/Thesis

Minneapolis: No Room

923-06
Dissertation
 
See Instructor
L. Stansberry Brusnahan
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22875
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22875

Dissertation/Thesis

Minneapolis: No Room

923-07
Dissertation
 
See Instructor
S. Gatti
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22877
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22877

Dissertation/Thesis

Minneapolis: No Room

923-08
Dissertation
 
See Instructor
S. Noonan
 
02/05 - 05/24
25/1/0
Dissertation/Thesis
CRN 22876
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22876

Dissertation/Thesis

Minneapolis: No Room

924-02
Dissertation
 
See Instructor
A. Wharton-Beck
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22878
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22878

Dissertation/Thesis

Minneapolis: No Room

924-03
Dissertation
 
See Instructor
J. Sommers
 
02/05 - 05/24
25/2/0
Dissertation/Thesis
CRN 22881
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22881

Dissertation/Thesis

Minneapolis: No Room

924-04
Dissertation
 
See Instructor
J. Bongila
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22882
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22882

Dissertation/Thesis

Minneapolis: No Room

924-05
Dissertation
 
See Instructor
D. Orzolek
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22880
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22880

Dissertation/Thesis

Minneapolis: No Room

924-06
Dissertation
 
See Instructor
L. Stansberry Brusnahan
 
02/05 - 05/24
25/1/0
Dissertation/Thesis
CRN 22883
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22883

Dissertation/Thesis

Minneapolis: No Room

924-07
Dissertation
 
See Instructor
S. Gatti
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22885
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22885

Dissertation/Thesis

Minneapolis: No Room

924-08
Dissertation
 
See Instructor
S. Noonan
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22884
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22884

Dissertation/Thesis

Minneapolis: No Room

925-02
Dissertation
 
See Instructor
A. Wharton-Beck
 
02/05 - 05/24
25/2/0
Dissertation/Thesis
CRN 22886
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22886

Dissertation/Thesis

Minneapolis: No Room

  Aura Wharton-Beck

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.

3 Credits

925-03
Dissertation
 
See Instructor
J. Sommers
 
02/05 - 05/24
25/5/0
Dissertation/Thesis
CRN 22889
3 Cr.
Size: 25
Enrolled: 5
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22889

Dissertation/Thesis

Minneapolis: No Room

  Jayne Sommers

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.

3 Credits

925-04
Dissertation
 
See Instructor
J. Bongila
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22890
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22890

Dissertation/Thesis

Minneapolis: No Room

  Jean Bongila

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.

3 Credits

925-05
Dissertation
 
See Instructor
D. Orzolek
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22888
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22888

Dissertation/Thesis

Minneapolis: No Room

  Douglas Orzolek

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.

3 Credits

925-06
Dissertation
 
See Instructor
L. Stansberry Brusnahan
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22891
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22891

Dissertation/Thesis

Minneapolis: No Room

  Lynn Stansberry Brusnahan

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.

3 Credits

925-07
Dissertation
 
See Instructor
S. Gatti
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22893
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22893

Dissertation/Thesis

Minneapolis: No Room

  Shelley Gatti

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.

3 Credits

925-08
Dissertation
 
See Instructor
S. Noonan
 
02/05 - 05/24
25/0/0
Dissertation/Thesis
CRN 22892
3 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22892

Dissertation/Thesis

Minneapolis: No Room

  Sarah Noonan

This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920 and EDLD 921.

3 Credits

928-01
Doctoral Enrollment
 
See Instructor
J. Sommers
 
02/05 - 05/24
25/7/0
Continuing Enrollment
CRN 22894
0 Cr.
Size: 25
Enrolled: 7
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22894

Continuing Enrollment

Minneapolis: No Room

  Jayne Sommers

Doctoral students must maintain continuous enrollment from time of admission until completion of dissertation. During any semester in which a student is not registered for a regular course, he/she must register for and pay special tuition for EDLD 928 (Permits validation of student ID).

0 Credits

EDUC: Education (UG)

210-01
Education: Issues and Policies
 
TR 9:55 am - 11:35 am
M. Trout
CoreCGood 
02/05 - 05/24
25/17/0
Lecture
CRN 22378
4 Cr.
Size: 25
Enrolled: 17
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

9:55 am
11:35 am
MHC 305H

 

9:55 am
11:35 am
MHC 305H

     

Subject: Education (UG) (EDUC)

CRN: 22378

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

Requirements Met:
     FYE Changemaking
     CommGood/Community-Engaged

  Muffet Trout

This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).

4 Credits

210-02
Education: Issues and Policies
 
TR 1:30 pm - 3:10 pm
M. Trout
CoreCGood 
02/05 - 05/24
25/11/0
Lecture
CRN 22379
4 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

1:30 pm
3:10 pm
MHC 305H

 

1:30 pm
3:10 pm
MHC 305H

     

Subject: Education (UG) (EDUC)

CRN: 22379

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

Requirements Met:
     FYE Changemaking
     CommGood/Community-Engaged

  Muffet Trout

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

221-01
Teach Techniques for Woodwind
 
R 5:15 pm - 7:15 pm
D. Orzolek
EdTrn 
02/05 - 05/24
15/2/0
Lecture
CRN 22585
2 Cr.
Size: 15
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
     

5:15 pm
7:15 pm
BEC 110

     

Subject: Education (UG) (EDUC)

CRN: 22585

In Person | Lecture

St Paul: Brady Educational Center 110

Requirements Met:
     School of Ed Transfer Course

  Douglas Orzolek

This course will acquaint the prospective instrumental music teacher with the basic knowledge and skills of performance pedagogy of woodwind instruments that include proper embouchure, tone production, intonation, breathing, articulation, posture, and fingering 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, mouthpieces, and other equipment appropriate for elementary and secondary instrumental pupils. Offered spring of even years.

2 Credits

314-01
Secondary Music Methods (6-12)
 
See Details
K. Howard
EdTrn 
02/05 - 05/24
15/3/0
Lecture
CRN 22584
3 Cr.
Size: 15
Enrolled: 3
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

5:00 pm
7:30 pm
BEC LL03

       

Subject: Education (UG) (EDUC)

CRN: 22584

In Person | Lecture

St Paul: Brady Educational Center LL03

Requirements Met:
     School of Ed Transfer Course

  Karen Howard, Liz Fogarty

Contemporary music pedagogy for children in grades 6-12. 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 6-8 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: guitar, small ensembles, beginning arranging. Offered spring of even numbered years.

3 Credits

329-01
Diversity & Cultural Comp
 
MW 1:35 pm - 3:10 pm
C. Smith Kondo
FASTCGoodCore 
02/05 - 05/24
25/19/0
Lecture
CRN 22382
4 Cr.
Size: 25
Enrolled: 19
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

1:35 pm
3:10 pm
MHC 305H

 

1:35 pm
3:10 pm
MHC 305H

       

Subject: Education (UG) (EDUC)

CRN: 22382

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

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

(2020 Core Planning Guide)

  Chelda Smith Kondo

This course is designed to equip students with the knowledge, practices, and dispositions to humanize those who are historically underserved. The course engages students with issues such as race, intersectionality, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.

4 Credits

329-02
Diversity & Cultural Comp
 
W 4:30 pm - 8:00 pm
C. Smith Kondo
FASTCGoodCore 
02/05 - 05/24
25/7/0
Lecture
CRN 22556
4 Cr.
Size: 25
Enrolled: 7
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

4:30 pm
8:00 pm
MHC 305H

       

Subject: Education (UG) (EDUC)

CRN: 22556

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

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

(2020 Core Planning Guide)

  Chelda Smith Kondo

This course is designed to equip students with the knowledge, practices, and dispositions to humanize those who are historically underserved. The course engages students with issues such as race, intersectionality, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.

4 Credits

330-01
Psychology of Tchg & Lrng
 
MW 1:35 pm - 3:10 pm
M. Trout
CGoodCore 
02/05 - 05/24
25/12/0
Lecture
CRN 22383
4 Cr.
Size: 25
Enrolled: 12
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

1:35 pm
3:10 pm
MHC 305I

 

1:35 pm
3:10 pm
MHC 305I

       

Subject: Education (UG) (EDUC)

CRN: 22383

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305I

Requirements Met:
     CommGood/Community-Engaged
     Writing to learn

  Muffet Trout

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

332-01
Field Exp II: Learning&Teach
 
See Instructor
M. Trout
 
02/05 - 05/24
25/12/0
No Classroom Required
CRN 22384
0 Cr.
Size: 25
Enrolled: 12
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 22384

In Person | No Classroom Required

Minneapolis: No Room

  Muffet Trout

The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a supervised 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching: Who are the learners and how do they learn? In what ways are they diverse? What general approaches can I use to meet each learner's needs? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 210 and concurrent registration with EDUC 330

0 Credits

342-01
Fld Exp III: (K-12) Music
 
See Instructor
K. Howard
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22385
0 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 22385

In Person | No Classroom Required

Minneapolis: No Room

  Karen Howard

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

0 Credits

345-01
Adolescent Literature
 
M 4:30 pm - 8:00 pm
L. Fogarty
Core 
02/05 - 05/24
15/2/0
Lecture
CRN 22386
2 Cr.
Size: 15
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

4:30 pm
8:00 pm
MOH 419

           

Subject: Education (UG) (EDUC)

CRN: 22386

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 419

Requirements Met:
     Writing in the Discipline

  Liz Fogarty

Survey of contemporary literature for adolescent; exploration of ways in which this literature meets the reading interests and needs of adolescents; emphasis on developing familiarity with literature read by adolescents; methods and programs to stimulate reading interests and practices. Prerequisite: EDUC 210

2 Credits

355-01
Reading for 5-12 Teacher
 
Blended
B. Auge
Core 
02/05 - 05/24
15/10/0
Lecture
CRN 22387
4 Cr.
Size: 15
Enrolled: 10
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

5:30 pm
8:00 pm
MHC 305H

           
+ asynchronous coursework

Subject: Education (UG) (EDUC)

CRN: 22387

Blended Online & In-Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

Online

Requirements Met:
     Writing in the Discipline

  Brandon Auge

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

408-01
Inclusive Practices
 
See Details
K. Dixon
 
02/05 - 05/24
25/14/0
Lecture
CRN 22388
4 Cr.
Size: 25
Enrolled: 14
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

4:30 pm
8:00 pm
In Person

       

Subject: Education (UG) (EDUC)

CRN: 22388

Online: Some Synchronous | Lecture

Online

  Korto Dixon, Amy Hewett-Olatunde

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. Prerequisites: EDUC 350

4 Credits

410-01
Environments for Learning
 
MWF 9:35 am - 10:40 am
L. Payne
 
02/05 - 03/22
25/11/0
Lecture
CRN 22465
2 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
02/05 - 03/22
M T W Th F Sa Su

9:35 am
10:40 am
MHC 305H

 

9:35 am
10:40 am
MHC 305H

 

9:35 am
10:40 am
MHC 305H

   

Subject: Education (UG) (EDUC)

CRN: 22465

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305H

  Lucy Payne

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

411-01
Residency in Teaching II
 
See Instructor
A. Howard
 
02/05 - 05/24
25/20/0
No Classroom Required
CRN 22390
10 Cr.
Size: 25
Enrolled: 20
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 22390

In Person | No Classroom Required

Minneapolis: No Room

  Anne Howard

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

431-01
Learning Design with Tech
 
See Details
L. Block
Core 
02/05 - 05/24
25/27/0
Lecture
CRN 22391
4 Cr.
Size: 25
Enrolled: 27
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
         

02/10:
10:15 am
11:15 am
Online

03/09:
10:15 am
11:15 am
Online

05/04:
10:15 am
11:15 am
Online

 
+ asynchronous coursework

Subject: Education (UG) (EDUC)

CRN: 22391

Online: Some Synchronous | Lecture

Online

Requirements Met:
     Signature Work

  Lanise Block

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

4 Credits

460-01
ClinPrac: StuTch & Sem (K-6)
 
See Instructor
D. Monson
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22410
10 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 22410

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.

10 Credits

460-02
ClinPrac: StuTch & Sem (5-12)
 
See Instructor
D. Monson
 
02/05 - 05/24
25/5/0
No Classroom Required
CRN 22411
10 Cr.
Size: 25
Enrolled: 5
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 22411

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.

10 Credits

460-03
ClinPrac: StuTch & Sem: (K-12)
 
See Instructor
D. Monson
 
02/05 - 05/24
25/2/0
No Classroom Required
CRN 22412
10 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 22412

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.

10 Credits

463-01
Stu Teach&Sem:Dual License
 
See Instructor
D. Monson
 
02/05 - 05/24
25/1/0
No Classroom Required
CRN 22752
12 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

Subject: Education (UG) (EDUC)

CRN: 22752

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

This clinical practice section is intended for candidates seeking licensure in multiple fields or grade ranges requiring additional credits and time in the classroom. As the culminating experience of the teacher licensure program, clinical practice provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all education courses in Blocks 1, 2, and 3, plus unconditional admission to the teacher education program, plus admission to clinical practice, senior status.

12 Credits

READ: Reading (Grad Ed)

701-01
Literacy Instruction K-6
 
See Details
K. Rosheim
 
02/05 - 05/24
25/20/0
Lecture
CRN 22433
3 Cr.
Size: 25
Enrolled: 20
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

5:00 pm
7:30 pm
Online

         
+ asynchronous coursework

Subject: Reading (Grad Ed) (READ)

CRN: 22433

Online: Some Synchronous | Lecture

Online

  Kay Rosheim

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

701-02
Literacy Instruction K-6
 
See Details
L. Fogarty
 
02/05 - 05/24
25/24/0
Lecture
CRN 22466
3 Cr.
Size: 25
Enrolled: 24
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

5:00 pm
7:30 pm
Online

       
+ asynchronous coursework

Subject: Reading (Grad Ed) (READ)

CRN: 22466

Online: Some Synchronous | Lecture

Online

  Liz Fogarty

This course develops knowledge and strategies in planning and teaching reading in grades K-6. Curriculum methods and organization of the reading program are explored in the context of best practices and professional reading standards. The course will present developmentally appropriate practices for Kindergarten through intermediate grades, current knowledge base of research, and recommendations for professional development.

3 Credits

SPED: Special Educ. (Grad Ed)

500-20
Ed Research: SPED
 
T 4:30 pm - 7:00 pm
A. Guttormson
 
02/05 - 05/24
25/14/0
Lecture
CRN 22509
3 Cr.
Size: 25
Enrolled: 14
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

4:30 pm
7:00 pm
Online

         

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

CRN: 22509

Online: Some Synchronous | Lecture

Online

  Andrea Guttormson

This is an introductory research course designed to help graduate students understand, evaluate, and conduct research in the field of special education.  Through participation in the course, class members will learn the basic concepts and procedures in special educational research.  Although the course is intended primarily to help graduate students and teachers become better consumers of research, it is also designed to provide students with introductory skills and experiences to conduct practitioner-based research. As part of the course requirements, students will complete a literature review and develop an action research project to address a problem of practice in special education.

3 Credits

703-01
Methods Autism Spec Dis
 
See Details
E. Farrell
 
02/05 - 05/24
20/10/0
Lecture
CRN 22502
3 Cr.
Size: 20
Enrolled: 10
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 321

4:30 pm
7:00 pm
Online

       
+ asynchronous coursework

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

CRN: 22502

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 321

Online

  Erin Farrell

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

704-03
ST&S:Autism Spectrum Disorders
 
M 5:00 pm - 9:00 pm
L. Stansberry Brusnahan
 
02/05 - 05/24
25/1/0
No Classroom Required
CRN 22512
3 Cr.
Size: 25
Enrolled: 1
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

5:00 pm
9:00 pm
No Room

           

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

CRN: 22512

In Person | No Classroom Required

Minneapolis: No Room

  Lynn Stansberry Brusnahan

The purpose of this course is to provide a practicum in an educational setting working with a range of students with autism spectrum disorder (ASD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.

3 Credits

716-01
Fund: Stu w/Mild-Mod Needs
 
See Details
B. Ingelin
 
02/05 - 05/24
20/14/0
Lecture
CRN 22506
3 Cr.
Size: 20
Enrolled: 14
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

       
+ asynchronous coursework

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

CRN: 22506

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Bonnie Ingelin

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

717-01
Elem Acad Interv & Literacy
 
See Details
S. Papineau
 
02/05 - 05/24
20/11/0
Lecture
CRN 22487
3 Cr.
Size: 20
Enrolled: 11
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

           
+ asynchronous coursework

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

CRN: 22487

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Sarah Papineau

The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.

3 Credits

718-01
Sec Acad Interv and Transition
 
See Details
K. Seo
 
02/05 - 05/24
20/13/0
Lecture
CRN 22491
3 Cr.
Size: 20
Enrolled: 13
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

           
+ asynchronous coursework

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

CRN: 22491

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Kyounghee Seo

The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.

3 Credits

720-03
ST&S: Acad Behavior Strategist
 
M 5:00 pm - 9:00 pm
T. Busch
 
02/05 - 05/24
25/2/0
No Classroom Required
CRN 22515
3 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

5:00 pm
9:00 pm
No Room

           

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

CRN: 22515

In Person | No Classroom Required

Minneapolis: No Room

  Todd Busch

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

3 Credits

720-04
ST&S: Acad Behavior Strategist
 
See Details
T. Busch
 
02/05 - 05/24
25/3/0
Lecture
CRN 22516
4 Cr.
Size: 25
Enrolled: 3
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

5:00 pm
9:00 pm
MOH 318

5:00 pm
9:00 pm
Online

           

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

CRN: 22516

CoFlex:In Person&Online Sync | Lecture

Minneapolis: Opus Hall - Minneapolis 318

Online

  Todd Busch

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

4 Credits

741-04
ST&S: Early Childhood SE
 
M 5:00 pm - 9:00 pm
B. Ingelin
 
02/05 - 05/24
25/2/0
No Classroom Required
CRN 22525
4 Cr.
Size: 25
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

5:00 pm
9:00 pm
No Room

           

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

CRN: 22525

In Person | No Classroom Required

Minneapolis: No Room

  Bonnie Ingelin

The purpose of this course is to provide a practicum in an educational, family, hospital and/or community-based setting with infants, toddlers, preschoolers, including children with disabilities and their families. This practicum will provide opportunities for planning and implementing early intervention services; utilizing curriculum for an early-childhood class with adaptations for children with disabilities; selecting individual goals; and embedding goals in routines and curricular activities; developing skills in assessment and evaluation; and partnering with families in home and/or educational settings. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.

4 Credits

744-01
Fund: Infants/Toddlers
 
See Details
J. Ishaug
 
02/05 - 05/24
20/17/0
Lecture
CRN 22493
3 Cr.
Size: 20
Enrolled: 17
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

         
+ asynchronous coursework

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

CRN: 22493

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Jennifer Ishaug

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. 

3 Credits

785-01
ABA: Behavior Interv & Lrn Env
 
See Details
E. Farrell
 
02/05 - 05/24
20/15/0
Lecture
CRN 22495
3 Cr.
Size: 20
Enrolled: 15
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

         
+ asynchronous coursework

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

CRN: 22495

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Erin Farrell, Sonjae Bass Blanks

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

SPUG: Special Education (UG)

403-01
Methods Autism Spec Dis
 
See Details
E. Farrell
 
02/05 - 05/24
5/2/0
Lecture
CRN 22503
4 Cr.
Size: 5
Enrolled: 2
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 321

4:30 pm
7:00 pm
Online

       
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 22503

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 321

Online

  Erin Farrell

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

416-01
Fund: Stu w/Mild-Mod Needs
 
See Details
B. Ingelin
 
02/05 - 05/24
5/0/0
Lecture
CRN 22507
4 Cr.
Size: 5
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

       
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 22507

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Bonnie Ingelin

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

417-01
Elem Acad Interv & Literacy
 
See Details
S. Papineau
 
02/05 - 05/24
5/0/0
Lecture
CRN 22489
4 Cr.
Size: 5
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

           
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 22489

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Sarah Papineau

The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.

4 Credits

418-01
Sec Acad Interv and Transition
 
See Details
K. Seo
 
02/05 - 05/24
5/0/0
Lecture
CRN 22492
4 Cr.
Size: 5
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

           
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 22492

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Kyounghee Seo

The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.

4 Credits

444-01
Fund: Infants/Toddlers
 
See Details
J. Ishaug
 
02/05 - 05/24
5/0/0
Lecture
CRN 22494
4 Cr.
Size: 5
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

4:30 pm
7:00 pm
MOH 324

4:30 pm
7:00 pm
Online

         
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 22494

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Jennifer Ishaug

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

485-01
ABA: Behavior Interv & Lrn Env
 
See Details
E. Farrell
 
02/05 - 05/24
5/1/0
Lecture
CRN 22496
4 Cr.
Size: 5
Enrolled: 1
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

7:15 pm
9:45 pm
MOH 324

7:15 pm
9:45 pm
Online

         
+ asynchronous coursework

Subject: Special Education (UG) (SPUG)

CRN: 22496

Hyflex: Flexible Learning | Lecture

Minneapolis: Opus Hall - Minneapolis 324

Online

  Erin Farrell, Sonjae Bass Blanks

The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.

4 Credits

TEGR: Teacher Ed. (Grad Ed)

510-01
Education: Issues and Policies
 
M 5:30 pm - 8:00 pm
J. Bjoraker
 
02/05 - 05/24
25/6/0
Lecture
CRN 22413
3 Cr.
Size: 25
Enrolled: 6
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

5:30 pm
8:00 pm
Online

           

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

CRN: 22413

Online: Some Synchronous | Lecture

Online

  John Bjoraker

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

530-01
Psychology of Tchg & Lrng
 
See Details
A. Steele
CGood 
02/05 - 05/24
25/15/0
Lecture
CRN 22414
3 Cr.
Size: 25
Enrolled: 15
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
     

02/08:
5:30 pm
8:00 pm
Online

02/29:
5:30 pm
8:00 pm
Online

03/21:
5:30 pm
8:00 pm
Online

04/18:
5:30 pm
8:00 pm
Online

05/16:
5:30 pm
8:00 pm
Online

     
+ asynchronous coursework

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

CRN: 22414

Online: Some Synchronous | Lecture

Online

Requirements Met:
     CommGood/Community-Engaged

  Amy Steele

This course integrates psychological principles of learning with evidence-based strategies for effective instruction. Prospective teachers explore the scientific knowledge base that underlies good teaching and build a repertoire of practices to support individual learner success within positive classroom environments. Participants analyze and personalize standards-based instruction, differentiation strategies, performance-enhancing assessment, and technology-assisted teaching and learning. Prerequisite: TEGR 510 or permission of chair. Concurrent registration: TEGR 532 Field Experience II: Learning and Teaching.

3 Credits

532-01
Field Exp II:Learning/Teaching
 
See Instructor
A. Steele
 
02/05 - 05/24
25/15/0
No Classroom Required
CRN 22415
1 Cr.
Size: 25
Enrolled: 15
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22415

In Person | No Classroom Required

Minneapolis: No Room

  Amy Steele

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

537-01
Fld Exp III:(K-6) Elementary
 
See Instructor
C. Norton
 
02/05 - 05/24
25/3/0
No Classroom Required
CRN 22416
1 Cr.
Size: 25
Enrolled: 3
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22416

In Person | No Classroom Required

Minneapolis: No Room

  Casey Norton

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

545-01
Adolescent Literature
 
M 4:30 pm - 7:00 pm
L. Fogarty
 
02/05 - 05/24
10/0/0
Lecture
CRN 22419
3 Cr.
Size: 10
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

4:30 pm
7:00 pm
MOH 419

           

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

CRN: 22419

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 419

  Liz Fogarty

Survey of contemporary adolescent literature; exploration of ways in which this literature meets the reading interests and needs of adolescents; emphasis on developing familiarity with literature read by adolescents; methods and programs to stimulate reading interest and practice.

3 Credits

550-01
Lang Dev, Literacy & Lit I
 
T 4:30 pm - 7:00 pm
A. Ittner
 
02/05 - 05/24
23/9/0
Lecture
CRN 22420
3 Cr.
Size: 23
Enrolled: 9
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

4:30 pm
7:00 pm
Online

         

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

CRN: 22420

Online: Some Synchronous | Lecture

Online

  Annie Ittner

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

570-01
Lang Dev, Literacy & Lit II
 
See Details
C. Norton
 
02/05 - 05/24
25/12/0
Lecture
CRN 22421
3 Cr.
Size: 25
Enrolled: 12
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
   

4:30 pm
7:00 pm
Online

       
+ asynchronous coursework

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

CRN: 22421

Online: Some Synchronous | Lecture

Online

  Casey Norton

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

571-01
Teaching Math & Technology
 
T 4:30 pm - 7:00 pm
G. Stangl
 
02/05 - 05/24
25/3/0
Lecture
CRN 22422
3 Cr.
Size: 25
Enrolled: 3
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

4:30 pm
7:00 pm
MOH 318

         

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

CRN: 22422

In Person | Lecture

Minneapolis: Opus Hall - Minneapolis 318

  Gina Stangl

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

585-01
Reading for the 5-12 Tchr
 
M 5:30 pm - 8:00 pm
B. Auge
 
02/05 - 05/24
10/9/0
Lecture
CRN 22423
3 Cr.
Size: 10
Enrolled: 9
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su

5:30 pm
8:00 pm
MHC 305I

           

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

CRN: 22423

In Person | Lecture

St Paul: Murray-Herrick Campus Center 305I

  Brandon Auge

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

643-01
Current Issues in Math Educ
 
Blended
E. Gullickson
 
02/05 - 05/24
25/11/0
Lecture
CRN 22424
3 Cr.
Size: 25
Enrolled: 11
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
 

5:15 pm
7:45 pm
MOH 301

         
+ asynchronous coursework

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

CRN: 22424

Blended Online & In-Person | Lecture

Minneapolis: Opus Hall - Minneapolis 301

Online

  Elena Gullickson

This course constitutes the integrative capstone experience for the Mathematics Education Certificate. This course focuses on current issues in mathematics education with topics selected based upon current research and state and national issues and trends. Building upon concepts learned in previous course work, candidates will complete a field based project. This course will integrate concepts learned in the first three courses in the certificate. Prerequisites: TEGR 640, 641 and 642

3 Credits

660-01
Clin Prac: StuTch & Sem K-6
 
See Instructor
D. Monson
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22425
7 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22425

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660

7 Credits

660-02
Clin Prac: StuTchg&Sem(5-12)
 
See Instructor
D. Monson
 
02/05 - 05/24
25/5/0
No Classroom Required
CRN 22426
7 Cr.
Size: 25
Enrolled: 5
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22426

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660

7 Credits

660-03
Clin Stu Tchg & Sem (K-12)
 
See Instructor
D. Monson
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22427
7 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22427

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660

7 Credits

663-01
Clin Prac: Stu Tchg-Dual Lic
 
See Instructor
D. Monson
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22428
9 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22428

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

As the culminating experience of the graduate teacher licensure program, student teaching provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars encourage students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Student teaching is a full-time commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all other required licensure coursework, Unconditional Admission to the Teacher Education Program, Admission to student teaching. Extended time for multiple experiences.

9 Credits

664-01
Clin Prac: Stu Tchg- Exp Tchrs
 
See Instructor
D. Monson
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22429
4 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22429

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

Designed for licensured teachers seeking to add an additional area of licensure, or for students holding a baccalaureate degree from an accredited school who have had non-licensed teaching experience for a minimum of two years in an accredited K-12 school setting. (Written verification and evaluation of teaching experience is required.) The student teaching placement will be made for one-half semester. The University of St. Thomas reserves the right to extend the experience should evaluations warrant. Prerequisites: Acceptance into education program, completion of all required courses for licensure, admission to student teaching. Offered periodically, consult with your advisor regarding availability.

4 Credits

665-01
License Endorsement
 
See Instructor
D. Monson
 
02/05 - 05/24
25/0/0
No Classroom Required
CRN 22430
2 Cr.
Size: 25
Enrolled: 0
Waitlisted: 0
02/05 - 05/24
M T W Th F Sa Su
             

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

CRN: 22430

In Person | No Classroom Required

Minneapolis: No Room

  Debbie Monson

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


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