Enrollment and waitlist data for current and upcoming courses refresh every 10 minutes; all other information as of 6:00 AM.
| M | T | W | Th | F | Sa | Su |
02/07: 03/07: 05/02: |
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| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 22374
Online: Some Synchronous | Lecture
Online
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
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| + asynchronous coursework | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 22378
Online: Some Synchronous | Lecture
Online
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 |
02/12: 03/12: 04/09: 04/30: 05/14: |
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| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Curric & Instr (Grad Ed) (CIED)
CRN: 22375
Online: Some Synchronous | Lecture
Online
This course focuses on the purposes and types of assessment used in school settings to understand and document student achievement. Course participants explore guiding principles for classroom assessment, articulate achievement targets, develop assessment methods, including performance assessment, portfolios, etc. aligned with achievement targets, and create effective methods for communicating about students' learning.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22412
Online: Asynchronous | Lecture
Online
This course examines the theories, models and trends that inform the design of learning with technology. Participants will expand and apply their knowledge of instructional strategies, instructional design and technology principles to real-world problems as they explore current issues and innovative approaches related to instructional design and educational technology. They will partner with an educational organization to create a professional development plan and will develop online learning resources to help support this plan.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22413
Online: Sync Distributed | Lecture
Online
This course explores the connections of theory and practice in administrative leadership and management of student affairs. Beginning with higher education finance and budget management, the course broadens to include the principles of supervision and management and their connections to professional standards and best practices. You will be provided the opportunity to practice leadership and management in your own department while also creating the partnerships needed within student affairs and with other faculty and staff colleagues.
3 Credits
| M | T | W | Th | F | Sa | Su |
02/11: 02/25 - 03/04: 03/18: |
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| + asynchronous coursework: 02/02 - 03/20 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22414
Online: Some Synchronous | Lecture
Online
This course is designed to accomplish three goals: analyze and pre-assess student experiences … The means by which this analysis is undertaken is important to success in the course. Students will analytically and critically reflect upon their own capabilities in reference to specific leadership competencies.
1 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22415
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
| M | T | W | Th | F | Sa | Su |
02/03: 03/03: 03/31: 05/05: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20538
Online: Some Synchronous | Lecture
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions in a seminar that emphasizes the importance of reflective practice.
1 Credits
| M | T | W | Th | F | Sa | Su |
02/03: 02/03: 03/03: 03/03: 03/31: 03/31: 05/05: 05/05: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20512
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
The student is involved in an internship experience accruing approximately 250 hours with an on-site mentor at a college or university in a student affairs or student services position. Interns keep a reflective journal and bring the fruits of their reflections to the readings and discussions to a seminar that emphasizes the importance of reflective practice. Prerequisite: EDLD785
1 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22416
Online: Sync Distributed | Lecture
Online
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.
3 Credits
| 03/23 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22417
Online: Some Synchronous | Lecture
Online
This course examines how educational organizations develop and change and how leaders and followers interact within organizations from several theoretical and conceptual perspectives. Students observe the workings of educational institutions and programs, interview educational leaders, and analyze their own understanding and practice of leadership.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
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Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22428
CoFlex:In Person&Online Sync | Lecture
St Paul: McNeely Hall 118
Online
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 |
02/11: 02/25 - 03/04: 03/18: |
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| + asynchronous coursework: 02/02 - 03/20 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22418
Online: Some Synchronous | Lecture
Online
The purpose of this course is to examine the formal and informal processes for attaining MN licensure as Director of Special Education and receive instruction in the design of the professional portfolio and production / selection of appropriate documents for the licensure. This course introduces candidates to the competency-based licensure program and examines the relationship between Core licensure competencies in administrative licensure and the current licensure-specific competencies for Director and is based on the candidate's individual knowledge and skills.
1 Credits
| 02/02 - 03/20 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22419
Online: Some Synchronous | Lecture
Online
Federal, state and local relationship of law to education are studied. Areas covered include school law as it pertains to districts, boards of education, and school personnel; contractual authority and tort liability; problems of employment of teachers; transportation, attendance and discipline; and landmark school law cases.
3 Credits
| 02/02 - 03/20 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22494
Online: Some Synchronous | 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 |
04/08: 04/22: 05/06 - 05/13: |
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| + asynchronous coursework: 03/23 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22420
Online: Some Synchronous | Lecture
Online
The first practicum provides an overview of critical roles and responsibilities of a school principal. Students will be able to examine culture, climate, accessibility, and how a school functions to build rituals and routines within a larger organization. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the school principal position under the supervision of an experienced principal who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of seminars, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the principal licensure coursework. Prerequisites: EDLD 575 or EDLD 576, or a State-approved teaching license
1 Credits
| M | T | W | Th | F | Sa | Su |
02/11: 03/11: 04/15: 05/13: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22421
Online: Some Synchronous | Lecture
Online
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 |
02/04: 03/04: 04/08: 05/06: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22422
Online: Some Synchronous | Lecture
Online
The third practicum focuses on teacher assessment, professional responsibilities, and teacher self-reflection. Students review their post-assessment competencies and prepare for their exit panel interview. 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 833 or 853; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license
1 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22423
Online: Some Synchronous | Lecture
Online
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 |
04/08: 04/22: 05/06 - 05/13: |
||||||
| + asynchronous coursework: 03/23 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22424
Online: Some Synchronous | Lecture
Online
The first practicum provides an overview of critical roles and responsibilities of a special education director. This is a central office position which requires organizational oversight of special education program in a district. Students will be able to examine federal and state mandates related to inclusion practices and IDEA regulations. Students identify the competencies that they need to concentrate on during the first practicum. Candidates examine the primary role of a special education director through the pre-assessment with the university supervisor and onsite cooperating special education director. Additionally, students begin to understand how to work effectively with school principals. The Clinical Practicum experience is designed to enable candidates to gain hands-on experience in leadership as an intern. The Clinical Practicum is a requirement for all administrative licensures, and it has two main goals. The first goal is to give the intern an opportunity to have real experiences related to the Director of Special Education position under the supervision of an experienced Director who can offer day-to-day feedback. Secondly, structured dialogues about the leadership field experience, in the form of individual or group sessions, are designed to help the intern process and make sense of the experience as a whole. St. Thomas supports the clinical practicum concept as an extension of the learning that takes place in the Director of Special Education licensure coursework. Prerequisites: EDLD 575 or EDLD 576, or a State-approved teaching license
1 Credits
| M | T | W | Th | F | Sa | Su |
02/11: 03/11: 04/15: 05/13: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22425
Online: Some Synchronous | Lecture
Online
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
| M | T | W | Th | F | Sa | Su |
02/04: 03/04: 04/08: 05/06: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22426
Online: Some Synchronous | Lecture
Online
Third practicum prepares students to collect their artifacts for their portfolio. Evidence should include effective leadership skills related to policy and law, organizational management, resource allocations, data practices, teacher observation, issues of equity, inclusion, and parental involvement. 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. The third practicum focuses on teacher assessment, professional responsibilities, and teacher self-reflection. Students review their post-assessment competencies and prepare for their exit panel interview. Prerequisites: EDLD 833 or 853; and one of the following three: EDLD 575, or EDLD 576, or a State-approved teaching license
1 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22427
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 343
Online
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 |
05/11: 05/11: |
02/02 - 05/22: 02/02 - 05/22: |
|||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22429
CoFlex:In Person&Online Sync | Lecture
St Paul: McNeely Hall 229
Online
This is the capstone course for the leadership in student affairs concentration in the master's program in educational leadership. It integrates the coursework and experiences into a systemic view of student affairs and higher education and the practitioner's role in optimizing the student learning experience. It focuses on strategies for influencing organizational culture in order to provide an enriched integrated learning experience for the college student.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22430
Online: Asynchronous | Lecture
Online
This course is designed to provide students with an opportunity to develop leadership knowledge and skills as a practicing administrator, with a focus on the knowledge and professional experiences necessary for a successful school superintendent or other central office position which works closely with a superintendent and school board. The first practicum focuses on school board governance.
1 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22431
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 344
Online
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 |
02/05: 02/05: 02/19: 02/19: 03/05: 03/05: 03/19: 03/19: 04/09: 04/09: 04/23: 04/23: 05/07 - 05/14: 05/07 - 05/14: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22432
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 343
Online
A comprehensive introduction to survey research, beginning with its philosophical premises. The course covers item construction, analysis and the integration of surveys with other data-collection techniques. Participants work with a common database but are encouraged to apply course principles to a survey project of their own. (This course assumes completion of CIED 500, EDLD 625, and EDLD 904.)
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm 5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22433
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 419
Online
In this course, students will learn various types of data analysis. The course addresses such issues as coding, data analysis, content analysis, and alternative approaches to analyzing and writing about research data. Students will have the opportunity to analyze their own data collected from their own research studies. Prerequisite: EDLD 904
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22434
Online: Some Synchronous | Lecture
Online
Students explore the dynamic relationship between power, human freedom and change, particularly as this interplay occurs in educational endeavors. Various theoretical perspectives of power are considered as are interpretations of power, freedom and social change in a democratic society with specific reference to race, ethnicity, gender and class. Students gather stories about specific situations in their workplace and critique those stories in light of new understanding. Open to doctoral students only.
3 Credits
| M | T | W | Th | F | Sa | Su |
02/07 - 02/14: 02/07 - 02/14: 03/07: 03/07: 03/21: 03/21: 04/11: 04/11: 04/25 - 05/02: 04/25 - 05/02: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 22435
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
This course engages students in an exploration of the intersections of critical theories, social justice, and leadership in education. Readings, written reflections, and class discussions provide an opportunity for participants to understand more deeply how social identities inform perspectives, professional practices, and leadership styles. Students interrogate identity development models and concepts of inclusivity, allyship, and multiculturalism through a critical lens. Students use various theories, such as feminist theory, critical race theory, gender theories, and queer theory to examine their role and participation in educational institutions and communities.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20617
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20618
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20619
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20620
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20621
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20622
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20623
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20624
No Classroom Required
Minneapolis: No Room
In this course, each student develops a complete draft of a dissertation proposal. The proposal will consist of a full developed statement of the problem, review of relevant literature including a theoretical framework, and proposed methods of data collection. In the semester following this class, each student will finalize the proposal with a dissertation chair and present it to a dissertation committee. A grade is given for the class when the proposal is completed and approved by the committee. Prerequisite: student must have received a grade of S for EDLD 920.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20625
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20626
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20627
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20628
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20629
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20630
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20631
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20632
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20633
Dissertation/Thesis
Minneapolis: No Room
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20634
Dissertation/Thesis
Minneapolis: No Room
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20635
Dissertation/Thesis
Minneapolis: No Room
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20636
Dissertation/Thesis
Minneapolis: No Room
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20637
Dissertation/Thesis
Minneapolis: No Room
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20638
Dissertation/Thesis
Minneapolis: No Room
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20639
Dissertation/Thesis
Minneapolis: No Room
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20640
Dissertation/Thesis
Minneapolis: No Room
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20641
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20642
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20643
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20644
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20645
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20646
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20647
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20648
Dissertation/Thesis
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20649
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20650
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20651
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20652
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20653
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20654
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20655
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20656
Dissertation/Thesis
Minneapolis: No Room
This major paper demonstrates the doctoral student's ability to research an important question in education and to present and interpret the findings in clear and logical written form. The dissertation is completed under the supervision of a faculty chair and is formally presented in an oral presentation to the dissertation committee. Refer to Doctoral Student Handbook (email soe_edlead@stthomas.edu to request a copy). A student will not be given a grade for any of the dissertation course numbers until the dissertation has been defended and approved by the committee. Prerequisite: EDLD 920, EDLD 921, EDLD 922, EDLD 923, EDLD 924 (S, IP, or concurrent enrollment for EDLD 924)
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Ed. Leadership (Grad Ed) (EDLD)
CRN: 20657
Continuing Enrollment
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
9:55 am |
9:55 am |
|||||
Subject: Education (UG) (EDUC)
CRN: 22306
In Person | Lecture
St Paul: McNeely Hall 118
Requirements Met:
FYE Changemaking
CommGood/Community-Engaged
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 22307
In Person | Lecture
St Paul: McNeely Hall 118
Requirements Met:
FYE Changemaking
CommGood/Community-Engaged
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
1:35 pm |
1:35 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 22345
In Person | Lecture
St Paul: McNeely Hall 118
Core Requirements Met:
[Core] Diversity/Soc Just
Other Requirements Met:
Family Studies Major Approved
Family Studies Minor Approved
CommGood/Community-Engaged
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
1:30 pm |
1:30 pm |
|||||
Subject: Education (UG) (EDUC)
CRN: 22346
In Person | Lecture
St Paul: McNeely Hall 108
Requirements Met:
CommGood/Community-Engaged
Writing to learn
This course integrates principles of learning with evidence-based strategies for effective instruction. Prospective K-12 teachers explore the scientific knowledge base that underlies good teaching and build a repertoire of practices to support individual learner success within positive classroom environments. Participants analyze and personalize standards-based instruction, differentiation strategies, performance-enhancing assessment, and technology-assisted teaching and learning. Prerequisite: EDUC 210 or permission of chair. Concurrent registration: EDUC 332 Field Experience II: Learning and Teaching.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22347
In Person | No Classroom Required
St Paul: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a supervised 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching: Who are the learners and how do they learn? In what ways are they diverse? What general approaches can I use to meet each learner's needs? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 210 and concurrent registration with EDUC 330
0 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22348
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Education (UG) (EDUC)
CRN: 22338
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 419
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 |
04/20 - 05/22: |
04/20 - 05/22: |
04/20 - 05/22: |
||||
| + asynchronous coursework: 03/23 - 05/22 | ||||||
Subject: Education (UG) (EDUC)
CRN: 22351
Blended Online & In-Person | Lecture
St Paul: In Person
Online
Knowledge and practice of health and physical education concepts and connections in the elementary education classroom. Candidates learn how to safely implement movement and fitness activities at the three different developmental levels. Candidates also learn elementary level health promotion concepts including mental health, first aid, disease prevention, safety, substance use prevention, and healthy relationships. Learning experiences and short teaching demos during class are required. Prerequisites: Elementary Education majors only. Year 2 Education coursework.
2 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 22339
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
Online
Requirements Met:
Writing in the Discipline
This course is designed to equip prospective teachers with knowledge, skills and attitudes for assisting grades 5-12 students to effectively gain knowledge from content-area written media. Campus and school-site experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. Emphasis is on supporting students' academic achievement through research-based, differentiated strategies for teaching content through reading materials such as textbooks, written directions, newspapers, graphs/charts/maps, and manuals. Prerequisite: 210
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Education (UG) (EDUC)
CRN: 22349
Blended Online & In-Person | Lecture
St Paul: McNeely Hall 118
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
| 02/02 - 03/20 | ||||||
| M | T | W | Th | F | Sa | Su |
9:35 am |
9:35 am |
9:35 am |
||||
Subject: Education (UG) (EDUC)
CRN: 22350
In Person | Lecture
St Paul: McNeely Hall 118
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22352
In Person | No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, Residency in Teaching II fulfills the official student teaching requirement and provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. This is the second semester of a year-long residency placement in the elementary school. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Residency in Teaching II is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, 3, and Residency in Teaching I; plus satisfactory completion of all licensure-related content courses. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses.
10 Credits
| M | T | W | Th | F | Sa | Su |
02/07: 03/07: 05/02: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Education (UG) (EDUC)
CRN: 22353
Online: Some Synchronous | Lecture
Online
Requirements Met:
[Core] Signature Work
This course examines learning theories, philosophies and their implications on the use of technology, as well as the history and development of learning technologies. Additionally, students will examine current trends and future challenges in education technology. Students will learn a variety of learning technologies and advocate sound integration of technology into curriculum. Issues on the design, development, and implementation of technology will be discussed. Students will integrate learning technologies into their curriculum planning in the specific content areas that address student needs and meet with the technology or content standards. As a capstone project, students will develop a portfolio to reflect upon the knowledge and skills acquired through their major. Prerequisites: EDUC 460 or 463, which can be taken concurrently, and 80 completed credits.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22354
In Person | No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.
10 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22355
No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.
10 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Education (UG) (EDUC)
CRN: 22356
In Person | No Classroom Required
Minneapolis: No Room
This clinical practice section is intended for candidates seeking licensure in multiple fields or grade ranges requiring additional credits and time in the classroom. As the culminating experience of the teacher licensure program, clinical practice provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all education courses in Blocks 1, 2, and 3, plus unconditional admission to the teacher education program, plus admission to clinical practice, senior status.
12 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Reading (Grad Ed) (READ)
CRN: 22376
Online: Some Synchronous | Lecture
Online
This course is designed to explore the theory and practice of curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and school experiences will emphasize the importance of teaching in an integrated manner to students of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten and primary grades, the current knowledge research base, and recommendations for professional development. It will focus on language development and literacy processes as a foundation for understanding curricular development and applications for literacy in the elementary classroom.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20418
Online: Some Synchronous | Lecture
Online
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20411
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to exam the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20415
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20419
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with a range of students with autism spectrum disorder (ASD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20420
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with a range of students with autism spectrum disorder (ASD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 22326
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
Instructor: TBD
The purpose of this course is to develop professional practices including developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families, and community members; applying collaboration practices when co-teaching, consulting, developing interagency agreements, and supervising paraprofessionals; and utilizing current educational technology in the classroom to impact student learning. This course provides these professional practices in the context of program planning and implementation for students receiving special education services.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20417
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20403
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20405
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20413
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20421
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with a range of students with mild to moderate disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20422
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with a range of students with mild to moderate disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20425
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting with a range of students with emotional behavioral disorders (EBD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20426
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting with a range of students with emotional behavioral disorders (EBD) that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20427
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational, family, hospital and/or community-based setting with infants, toddlers, preschoolers, including children with disabilities and their families. This practicum will provide opportunities for planning and implementing early intervention services; utilizing curriculum for an early-childhood class with adaptations for children with disabilities; selecting individual goals; and embedding goals in routines and curricular activities; developing skills in assessment and evaluation; and partnering with families in home and/or educational settings. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20428
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational, family, hospital and/or community-based setting with infants, toddlers, preschoolers, including children with disabilities and their families. This practicum will provide opportunities for planning and implementing early intervention services; utilizing curriculum for an early-childhood class with adaptations for children with disabilities; selecting individual goals; and embedding goals in routines and curricular activities; developing skills in assessment and evaluation; and partnering with families in home and/or educational settings. This course provides documentation of competencies and practical experiences gleaned from the coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20407
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20429
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational -based setting with a range of students with developmental disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20430
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational -based setting with a range of students with developmental disabilities that addresses competencies required for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of field experiences. An initial teaching license requires a minimum 12-week student teaching experience.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 22501
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to provide a foundation for working with preschoolers and their families in early childhood and early childhood special education programs with an emphasis on typical and atypical early-childhood development, developmentally appropriate practice, and developing curriculum that is functional, appropriate, adaptable and fun. This course provides an opportunity to create curriculum units that enhance child development and are adapted for children with a variety of disabilities. Prerequisite(s): SPED 750 Survey of Exceptionality or Advisor Approval.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm 7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20409
Hyflex: Flexible Learning | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20423
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with students with learning disabilities that addresses competencies for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience. Prerequisites: Satisfactory completion of fieldwork experiences.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Special Educ. (Grad Ed) (SPED)
CRN: 20424
Blended Online & In-Person | No Classroom Required
Minneapolis: No Room
The purpose of this course is to provide a practicum in an educational setting working with students with learning disabilities that addresses competencies for special education licensure. This course provides documentation of competencies and practical experiences gleaned from coursework and 100 hours of fieldwork experiences. An initial teaching license requires a minimum 12-week student teaching experience. Prerequisites: Satisfactory completion of fieldwork experiences.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 20561
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 20416
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm 4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 22327
CoFlex:In Person&Online Sync | Lecture
Minneapolis: Opus Hall - Minneapolis 321
Online
Requirements Met:
[Core] Signature Work
Instructor: TBD
The purpose of this course is to develop professional practices including developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families, and community members; applying collaboration practices when co-teaching, consulting, developing interagency agreements, and supervising paraprofessionals; and utilizing current educational technology in the classroom to impact student learning. This course provides these professional practices in the context of program planning and implementation for students receiving special education services.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 20404
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 20406
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 20414
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 20408
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 20412
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course is to examine the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 22502
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
Online
The purpose of this course is to provide a foundation for working with preschoolers and their families in early childhood and early childhood special education programs with an emphasis on typical and atypical early-childhood development, developmentally appropriate practice, and developing curriculum that is functional, appropriate, adaptable and fun. This course provides an opportunity to create curriculum units that enhance child development and are adapted for children with a variety of disabilities.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
7:15 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Special Education (UG) (SPUG)
CRN: 20410
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 324
Online
The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22357
Online: Sync Distributed | Lecture
Online
This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
3 Credits
| M | T | W | Th | F | Sa | Su |
02/05: 02/26: 03/19: 04/23: 05/14: |
||||||
| + asynchronous coursework: 02/02 - 05/22 | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22340
Online: Some Synchronous | Lecture
Online
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22358
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22359
In Person | No Classroom Required
Minneapolis: No Room
The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. 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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22377
In Person | No Classroom Required
Minneapolis: No Room
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22342
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 419
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22360
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22361
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 321
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
4:30 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22362
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 318
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22363
Online: Sync Distributed | Lecture
Online
This course is designed to prepare teachers who will effectively engage learners with science and help them have the skills for lifelong healthy, active living. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisite: TEGR 530 and 532.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22364
Online: Sync Distributed | Lecture
Online
This course is designed to prepare teachers who will effectively engage learners with Social Studies and Fine Arts. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisite: TEGR 530 and 532.
3 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:30 pm |
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Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22343
In Person | Lecture
Minneapolis: Opus Hall - Minneapolis 301
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
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:15 pm |
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Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22365
Online: Sync Distributed | Lecture
Online
| 03/23 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
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| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22366
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
This course, grounded in research-based interventions and student-centered learning, is designed to address behaviors rooted in mental health challenges. Internalizing and externalizing behaviors are addressed. Mental health screeners, student data, and resource mapping are used to implement culturally responsive evidence-based instruction. Interventions are considered and evaluated to create safe learning environments that support student mental health. Prerequisite: GEGR 651
2 Credits
| 02/02 - 03/20 | ||||||
| M | T | W | Th | F | Sa | Su |
5:00 pm |
||||||
| + asynchronous coursework | ||||||
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22367
Blended Online & In-Person | Lecture
Minneapolis: Opus Hall - Minneapolis 326
Online
Instructor: TBD
This course focuses on using the Comprehensive School Mental Framework from a school, district, and community perspective. Communication and collaboration with families and outside organizations to address learning, social, and behavioral needs through formal and informal systems to enhance the overall sense of well-being in the learning community is explored. Using crisis response intervention and standard response protocol for learners with mental health challenges is also addressed. Prerequisite: TEGR 651
2 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22368
In Person | No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22369
In Person | No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22370
In Person | No Classroom Required
Minneapolis: No Room
As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; plus satisfactory completion of all licensure-related content courses; plus admission to clinical practice. CIED 551 to be taken prior to or concurrently with TEGR 660
7 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22371
In Person | No Classroom Required
Minneapolis: No Room
As the culminating experience of the graduate teacher licensure program, student teaching provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars encourage students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Student teaching is a full-time commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all other required licensure coursework, Unconditional Admission to the Teacher Education Program, Admission to student teaching. Extended time for multiple experiences.
9 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22372
In Person | No Classroom Required
Minneapolis: No Room
Designed for licensured teachers seeking to add an additional area of licensure, or for students holding a baccalaureate degree from an accredited school who have had non-licensed teaching experience for a minimum of two years in an accredited K-12 school setting. (Written verification and evaluation of teaching experience is required.) The student teaching placement will be made for one-half semester. The University of St. Thomas reserves the right to extend the experience should evaluations warrant. Prerequisites: Acceptance into education program, completion of all required courses for licensure, admission to student teaching. Offered periodically, consult with your advisor regarding availability.
4 Credits
| 02/02 - 05/22 | ||||||
| M | T | W | Th | F | Sa | Su |
Subject: Teacher Ed. (Grad Ed) (TEGR)
CRN: 22373
In Person | No Classroom Required
Minneapolis: No Room