Enrollment and waitlist data for current and upcoming courses refresh every 10 minutes; all other information as of 6:00 AM.
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Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 20541
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
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Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 20547
Online: Some Synchronous | Lecture
Online
Instructor: TBD
Course participants will examine their racial and cultural identities through a research-based assessment tool and address personal biases that impact student learning and their instruction. The pedagogy of educational equity, culturally responsible teaching, and inclusive practices will be applied to the student learning environment, planning for instruction, and partnering with families and colleagues. Participants will learn effective cross cultural and interracial communication skills, inclusive practices, and how to translate their learning into equitable practices that impact effective learning for all students.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 20543
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20529
Online: Asynchronous | Lecture
Online
Instructor: TBD
This course aims at developing participant capacities for leading school-wide or large-scale initiatives around technology adoption and integration based on emerging trends and best practices as well as equity, inclusion, and digital citizenship. Students will develop competencies in technology planning, data analytics, resource selection, and project management to enhance their networking skills around visionary systems planning. Students will apply project management, change management, and design thinking skills as they complete authentic course projects.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20532
Online: Sync Distributed | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20534
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Instructor: TBD
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
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Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20538
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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.
1 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20511
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20512
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20542
Online: Sync Distributed | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20544
Online: Sync Distributed | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20508
CoFlex:In Person&Online Sync | Lecture
St Paul: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20549
Online: Sync Distributed | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20513
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20550
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Instructor: TBD
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
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Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20551
Online: Sync Distributed | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20552
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Instructor: TBD
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
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Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20553
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Instructor: TBD
This seminar employs classical sources and recent scholarship to explore the nature of dialogue. The view that dialogue is the foundation for all ethical discourse is examined, as well as the contention that dialogue is an important source of knowledge and understanding. Class discussion pays special attention to dialogues involving therapist and patient, ethnographer and native, teacher and student. Specially recommended for doctoral students interested in how people interact in a variety of organizations.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20509
CoFlex:In Person&Online Sync | Lecture
St Paul: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20554
Online: Asynchronous | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20555
Online: Some Synchronous | Lecture
Online
Instructor: TBD
This course is designed to critically address theoretical underpinnings of development, underdevelopment and sustainable development at the global level. Class readings and discussions also integrate an interdisciplinary overview of factors that contribute to, or derive from, lasting viability of economic, social and leadership development in the Global South.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20557
Online: Sync Distributed | Lecture
Online
Instructor: TBD
Students in this course explore writings of feminist scholars who offer a foundation of history, language and concepts that can be used to critique the androcentric, racist world views that have shaped many prevailing notions of leadership, power and change in education. Students study works by feminists who specifically address issues in educational leadership.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20558
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20559
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20560
CoFlex:In Person&Online Sync | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20617
No Classroom Required
Minneapolis: No Room
Instructor: TBD
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20618
No Classroom Required
Minneapolis: No Room
Instructor: TBD
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20619
No Classroom Required
Minneapolis: No Room
Instructor: TBD
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20620
No Classroom Required
Minneapolis: No Room
Instructor: TBD
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20621
No Classroom Required
Minneapolis: No Room
Instructor: TBD
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20622
No Classroom Required
Minneapolis: No Room
Instructor: TBD
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20623
No Classroom Required
Minneapolis: No Room
Instructor: TBD
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20624
No Classroom Required
Minneapolis: No Room
Instructor: TBD
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20625
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20626
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20627
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20628
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20629
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20630
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20631
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20632
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20633
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20634
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20635
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20636
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20637
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20638
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20639
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20640
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
This course is designed that each participant develops a researchable research question for his or her dissertation work. The major outcome of the course will be a research prospectus consisting of a statement of the problem, literature review, and theoretical framework suitable as a basis for a dissertation proposal. Work will consist of library research, small group editing activities, and instructor-led discussion of the nature and purpose of a research prospectus. Prerequisites: EDLD 920, EDLD 921, EDLD 922 (S, IP grade or concurrent enrollment)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20641
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20642
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20643
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20644
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20645
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20646
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20647
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20648
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
Prerequisites: EDLD 920, EDLD 921, EDLD 922, EDLD 923 (S, IP, or concurrent enrollment for EDLD 923)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20649
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
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, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20650
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
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, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20651
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
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, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20652
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
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, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20653
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
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, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20654
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
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, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20655
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
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, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20656
Dissertation/Thesis
Minneapolis: No Room
Instructor: TBD
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, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20657
Continuing Enrollment
Minneapolis: No Room
Instructor: TBD
Doctoral students must maintain continuous enrollment from time of admission until completion of dissertation. During any semester in which a student is not registered for a regular course, he/she must register for and pay special tuition for EDLD 928 (Permits validation of student ID).
0 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20500
In Person | Lecture
St Paul: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20501
In Person | Lecture
St Paul: In Person
Instructor: TBD
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 21095
In Person | Lecture
St Paul: In Person
Requirements Met:
School of Ed Transfer Course
This course will acquaint the prospective instrumental music teacher with the basic knowledge and skills of performance pedagogy of 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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 21096
In Person | Lecture
St Paul: In Person
Requirements Met:
School of Ed Transfer Course
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.
0 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20502
In Person | Lecture
St Paul: In Person
Core Requirements Met:
[Core] Diversity/Soc Just
Other Requirements Met:
Family Studies Major Approved
Family Studies Minor Approved
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20510
Blended Online & In-Person | Lecture
St Paul: In Person
Core Requirements Met:
[Core] Diversity/Soc Just
Other Requirements Met:
Family Studies Major Approved
Family Studies Minor Approved
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20503
In Person | Lecture
St Paul: In Person
Requirements Met:
Writing to learn
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20504
In Person | No Classroom Required
St Paul: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. 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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20505
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. 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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20506
In Person | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20507
Blended Online & In-Person | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20514
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20515
In Person | Lecture
St Paul: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20516
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
As the culminating experience of the teacher licensure program, Residency in Teaching II fulfills the official student teaching requirement and provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. This is the second semester of a year-long residency placement in the elementary school. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Residency in Teaching II is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, 3, and Residency in Teaching I; plus satisfactory completion of all licensure-related content courses. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses.
10 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20517
Online: Some Synchronous | Lecture
Online
Requirements Met:
[Core] Signature Work
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20518
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20519
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20520
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 20663
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Reading (Grad Ed) (READ)
CRN: 20545
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20418
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20411
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to exam the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20415
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20419
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20420
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
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.
4 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20417
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20403
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20405
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20413
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20421
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20422
Blended Online & In-Person | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20425
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to provide a practicum in an educational setting with a range of students with emotional behavioral disorders (EBD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20426
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to provide a practicum in an educational setting with a range of students with emotional behavioral disorders (EBD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20427
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to provide a practicum in an educational, family, hospital and/or community-based setting with infants, toddlers, preschoolers, including children with disabilities and their families. This practicum will provide opportunities for planning and implementing early intervention services; utilizing curriculum for an early-childhood class with adaptations for children with disabilities; selecting individual goals; and embedding goals in routines and curricular activities; developing skills in assessment and evaluation; and partnering with families in home and/or educational settings. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20428
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20407
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20429
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to provide a practicum in an educational -based setting with a range of students with developmental disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20430
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to provide a practicum in an educational -based setting with a range of students with developmental disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20409
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20423
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to provide a practicum in an educational setting working with students with learning disabilities that addresses competencies for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience. Prerequisites: Satisfactory completion of fieldwork experiences.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20424
Blended Online & In-Person | No Classroom Required
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to provide a practicum in an educational setting working with students with learning disabilities that addresses competencies for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience. Prerequisites: Satisfactory completion of fieldwork experiences.
4 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Education (UG) (SPUG)
CRN: 20561
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Education (UG) (SPUG)
CRN: 20416
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Education (UG) (SPUG)
CRN: 20404
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Education (UG) (SPUG)
CRN: 20406
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Education (UG) (SPUG)
CRN: 20414
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
4 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Education (UG) (SPUG)
CRN: 20408
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Special Education (UG) (SPUG)
CRN: 20412
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
The purpose of this course is to examine the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
4 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Special Education (UG) (SPUG)
CRN: 20410
Hyflex: Flexible Learning | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20521
Online: Some Synchronous | Lecture
Online
Instructor: TBD
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20522
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20523
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. 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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20524
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. This field experience focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: TEGR 512, 530. Concurrent registration with TEGR 570. Grading: Satisfactory/Unsatisfactory
1 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20546
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
1 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20525
In Person | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20526
Online: Some Synchronous | Lecture
Online
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20527
In Person | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20528
In Person | Lecture
Minneapolis: In Person
Instructor: TBD
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 Corequisite: TEGR 537
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20530
In Person | Lecture
Minneapolis: In Person
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20531
Blended Online & In-Person | Lecture
Minneapolis: In Person
Instructor: TBD
This course allows teachers to explore number sense through P-12 students' perspective. This course will aid teachers in analyzing and attending to number sense across all areas of mathematics. Teachers will gain a better understanding of what number sense is, why it is important, current research on how the brain creates mathematics, and how to teach and assess number sense in their classroom.
3 Credits
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20533
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20535
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20536
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20537
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20539
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 20540
In Person | No Classroom Required
Minneapolis: No Room
Instructor: TBD
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