2025-2026 Course List

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Students develop as self-directed learners through metacognition and developing a personalized version of the integrated learning model. Prepares students for integrating across their humanistic knowledge, technical knowledge, and career objectives. Other prerequisites: Admission to program.

Collection, analysis, and presentation of work connecting humanistic and technical knowledge with degree and career objectives. As students move through the ISAT 301, 302, 401, 402 portfolio sequence, each 1-credit course will build and expand upon work from the previously-completed portfolio courses. Requires admission to ISAT program.

Prerequisites:

Admission to ISAT program.

Collection, analysis, and presentation of work connecting humanistic and technical knowledge with degree and career objectives. As students move through the ISAT 301, 302, 401, 402 portfolio sequence, each 1-credit course will build and expand upon work from the previously-completed portfolio courses. Requires admission to ISAT program.

Prerequisites:

Admission to ISAT program.

In-depth study of the integration of two or more topic areas. Students will do in-depth learning of some aspect of content area. Coursework may be tied to project or co-op work. Other Prerequisites: Admission to program.

Collection, analysis, and presentation of work connecting humanistic and technical knowledge with degree and career objectives. As students move through the ISAT 301, 302, 401, 402 portfolio sequence, each 1-credit course will build and expand upon work from the previously-completed portfolio courses. Requires admission to ISAT program.

Prerequisites:

Admission to ISAT program.

Collection, analysis, and presentation of work connecting humanistic and technical knowledge with degree and career objectives. As students move through the ISAT 301, 302, 401, 402 portfolio sequence, each 1-credit course will build and expand upon work from the previously-completed portfolio courses. Requires admission to ISAT program.

Prerequisites:

Admission to ISAT program.

In-depth study of the integration of two or more topic areas. Students will do in-depth learning of some aspect of content area. Coursework may be tied to project or co-op work. Other Prerequisites: Admission to program.

Capstone project ideation, research, and proposal development. Projects are undertaken in mixed groups across disciplines: communications, science, and technology, who work together to propose and complete a project. Student groups determine project topic based on interest and expertise. The total combined credits for ISAT 480 and ISAT 490 should be six credits. Requires admission to ISAT program.

Prerequisites:

ISAT 302, Admission to ISAT program.

Capstone project execution and completion. Projects are undertaken in mixed groups across disciplines, communications, science, and technology, who work together to complete a project. Student groups determine project topic based on interest and expertise. The total combined credits for ISAT 480 and ISAT 490 should be six credits. Requires admission to ISAT program.

Prerequisites:

ISAT 302, Admission to ISAT program.

Course gives students new to this country and to the U.S. higher education a broad overview of the U.S. educational system and provides a forum for discussion and comparison of customs and beliefs as they affect relationships among students and professors. Prereq: International student

Prerequisites:

International Student

In order to explore careers in education, students will have the opportunity to identify and investigate issues of social justice in education and build skills of an educator through experiential learning in schools. Student will engage in a hands-on, interactive exploration and investigation into the complex roles of race, culture, and identity in education.

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

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.

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.

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.

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.

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.