All Results
Eductnl Studies: K-12 and Secondary PgrmsCredits
This course will engage students in an indepth exploration of how the challenges and demands imposed by an ever evolving diverse, legalistic, politically minded, and technologically driven society impact public education in America today. Students will research central issues and critically analyze to foster ethical and civil responsible decision making.Fall, Spring, Summer
- Graduation Requirements:
- Goal Area 2 - Critical Thinking | Goal Area 9 - Ethical and Civic Responsibility | Diverse Cultures - Gold
In this course, teacher candidates will explore the equitable use of current and new technologies to support the wide range of student learning variability, while addressing safe, culturally responsive, and ethical use. Teacher candidates will also discuss innovative educational technologies to reflect on their use for professional, personal, and community purposes.
The purpose of this course is for teacher candidates to engage in self-reflection to deeply explore their intersectional identity. Furthermore, teacher candidates will examine historic and ongoing systemic inequities in education. Finally, teacher candidates will analyze the implications of systemic oppression on pedagogy, curriculum, communication, relationships, and learning in classrooms.
- Graduation Requirements:
- Goal Area 11 - Performance and Participation | Goal Area 7A - Human Diversity | Diverse Cultures - Gold | Writing Intensive
- Programs:
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- Art Teaching (BS)
- Communication Arts and Literature - Education (BS)
- Earth Science Teaching (5-12) (BS)
- French Teaching (BS)
- German Teaching (BS)
- Health and Physical Education (BS)
- Life Science Teaching (5-12) (BS)
- Music Education (BS) Instrumental/General Music (K-12)
- Music Education (BS) Vocal/General Music (K-12)
- Physical Education & Developmental Adapted Phy Ed (BS)
- Physics Teaching (BS)
- Social Work (BSSW)
- Spanish Teaching (BS)
The purpose of this course is for teacher candidates to apply a critical lens to unit and lesson planning to foster critical thinking, discussion, engagement, and inquiry. Teacher candidates will examine cognitive processes associated with learning. Teacher candidates will also explore theory and methods to develop equitable, accessible, and culturally sustaining learning experiences to eliminate barriers to learning, including asset-based pedagogy, and identity affirming classroom environments.
Designed for non-teacher education students, this is a general education course considering human development from a life span perspective.
- Graduation Requirements:
- Goal Area 5 - History and the Social and Behavioral Sciences
- Programs:
In this course teacher candidates will critically explore asset-based pedagogy grounded in anti-racist, culturally relevant, and responsive practices to differentiate instruction. Additionally, teacher candidates will explore their intersectional identity and the importance of ongoing self-reflective practices necessary to cultivate identity affirming learning environments and experiences for students. Finally, teacher candidates examine instructional strategies that model and explain concepts and skills in multiple ways to support the diverse needs of students.
- Programs:
In this course teacher candidates will explore strategies to cultivate learning experiences that are equitable, culturally relevant, justice-oriented, student-centered, and meaningful. Candidates will have an opportunity to create a unit plan, formative and summative assessments, and rubrics that emphasize multiple ways of expressing learning. Furthermore, candidates will examine grading practices and methods for providing/sharing feedback that supports learner variability and facilitating student ownership of their learning.
- Programs:
In this course, teacher candidates will explore strategies to build strong relationships with and advocate for students, families, and the community. Candidates will examine ways that the curriculum addresses multiple perspectives, cultures and backgrounds to emphasize culturally sustaining learning experiences. They will explore professional responsibilities and teacher leadership roles. Finally, teachers will examine ways to use data and information gathered from the students, school, and caregivers to advocate and support students for positive change.
In this course, teacher candidates investigate how traditional methods of reading instruction can contribute to systemic oppression in classrooms and how anti-oppressive methods can help break the cycle of inequities in education. Teacher candidates apply understanding of systemic oppression and inequity to provide asset-based, ongoing support for students. This includes knowledge and implementation of content area reading instruction, recognizing the characteristics of reading disabilities and implementing accommodations to meet student needs, and using the language development framework to support multilingual learners.
Study of interpersonal skills. Motivation, and group skills. Applied to educational settings. Required 18 hours clinical service learning experience (out-of-class). Meets State of Minnesota human relations requirement for teacher licensure. Graduate students will have additional course requirements.
In this seminar, teacher candidates will reflect upon and assess /discuss practices, experiences, challenges, and success in their student teaching experience.
In this course, teacher candidates apply learning from coursework to practice in the K-12 classroom.
- Prerequisites:
- Admission to student teaching.
In this course, teacher candidates apply learning from coursework to practice in the 5-12 classroom.
- Prerequisites:
- admission to student teaching.
Student teaching projects determined jointly between student and advisor. Coreq: KSP 477 or 476
Specific focus on an educational topic that may be taught as a regular curse such as: Topic: Web Resources for the Classroom (usually a group requests a specific topic.) Graduate students will have additional course requirements.
Specific focus on an educational topic that is conducted for a special group. Graduate students will have additional course requirements.
On-the-job training. Work is jointly supervised by the academic unit and the cooperating institution.
Student and faculty agree upon a specific unit of study. Student presents unit to faculty member for evaluation.
Study of interpersonal communication skills, self-esteem, classroom relationships, and cultural diversity applied to educational settings. This course meets the state of Minnesota human relations requirements for teacher licensure.
Online companion course for students traveling abroad. Pre-departure readings, discussions and research prepare you for experience traveling in international locations while incorporating a comparative study of two cultures. The course focuses on development of cultural knowledge, critical thinking and interpersonal communication skills and dispositions that enhance a study abroad experience and the students ability to engage in a global society. An overview of a variety of topics, including art, architecture, economic development and history enhances the comparison and contrast. Students register for a Short Course in the semester prior to departure and continue on D2L during Study Abroad Experience.
Specific focus on an educational topic that may be taught as a regular course such as: Topic: Web Resources for the Classroom (usually a group requests a specific topic).
In this course, teacher candidates will learn instructional design principles to prepare to use current and emerging technologies in ways that will be accessible, equitable, culturally relevant, engaging and supportive to students. Candidates will use a critical lens to analyze and evaluate potential uses, challenges, and limitation of technology tools with an emphasis on safe, legal, and ethical uses.
- Programs:
This course introduces learners to foundational theory, research, and pedagogy for culturally responsive, relevant, and sustaining practices. Learners will examine strategies to develop equity-minded approaches that cultivate an inclusive and safe learning environment. Learners will integrate students¿ cultural and educational experiences to inform teaching and learning practices.
- Programs:
The purpose of this course is for teacher candidates to engage in self-reflection to deeply explore their personal intersectional identities. Furthermore, teacher candidates will examine historic and ongoing systemic inequities in education. Teacher candidates will analyze the implications of systemic oppression on pedagogy, curriculum, communication, relationships, and learning in classrooms. Finally, teacher candidates will explore creating learning opportunities for students to critique historical and current inequity and injustices in education and to make change.
- Programs:
The purpose of this course is for teacher candidates to apply a critical lens to unit and lesson planning that fosters social and emotional learning, critical thinking, discussion, engagement, and inquiry. Teacher candidates will also explore methods to develop equitable, accessible, and culturally relevant learning experiences to eliminate barriers to learning.
- Programs: