Course Descriptions

Core Courses

EDUC 6605 Teacher as Lifelong Learner and Professional Educator (3 sem. cr.)#
Lifelong learning and professionalism are key components of teaching. This course orients teacher candidates to the skills, understandings, strategies, and knowledge necessary to become a successful learner while establishing the foundations for becoming a professional educator, including knowledge of child development. Course instructors help candidates become comfortable in the online learning environment, enabling them to clarify program expectations, create support networks and learning communities with colleagues and instructors, and establish a personal professional philosophy to promote social change. Upon completion of this course, teacher candidates will demonstrate understanding of resources and expectations, initiate an electronic professional portfolio, and determine strategies for success as a professional educator.

EDUC 6606 Today’s Classroom and the Diverse Learner (3 sem. cr.)#
The dynamics of today’s classroom are unique and challenging for teachers and learners. This course provides exploration and analysis of the issues, complexities, and responsibilities associated with the field of education in the 21st century. Specifically, teacher candidates will recognize that—in order to provide equal educational opportunities for all learners, regardless of their differences—educators must acknowledge that learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, and family and community values.By acknowledging differences among learners, as well as biases, discrimination, prejudices, and stereotypes, teacher candidates will identify diversity as a dynamic contributing factor to a rich learning environment in which individual differences are honored and respected. Through this course, teacher candidates will also be expected to gain an understanding of the cultural content, world view, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Learning theory, diverse learning styles, and practical instructional strategies will be addressed as teacher candidates acquire theoretical and practical knowledge about today’s classroom, as well as the family and community contexts that influence children’s learning and development. Diversity is the key component of this course and opportunities for courageous conversations and reflections will enable teacher candidates to articulate, defend, and/or challenge current diversity issues.

EDUC 6607 Effective Practices: Assessment, Teaching, and Learning (3 sem. cr.)#
To ensure high levels of learning and achievement for all students, today’s educators must be knowledgeable about learners and learning and well-versed in effective teaching and assessment practices. This course examines the interrelationships among assessment, teaching, and learning and examines effective practices for applying and thoughtfully integrating these critical components in the P–12 classroom. Students will gain a historical perspective on the standards and accountability movement and examine standards in their state or local setting. They will explore learning theory in the context of today’s challenging educational goals and standards. And they will learn and apply research-based practices in effective assessment, curriculum design, and instruction. Through both on-site and Virtual Field Experience™, students will critically analyze as well as implement teaching and learning principles and practices that ensure responsiveness to the individual and collective needs of students.

EDUC 6608 Classroom Management (3 sem. cr.)#
This course helps teachers create safe, supportive, and respectful learning environments that promote social-emotional development, self-responsibility, and character in order to optimize learning for all students. Teachers will learn how to foster a sense of community in the classroom and develop positive relationships with and among students. Age-appropriate skills and strategies for managing dynamic and flexible grouping structures and for teaching conflict resolution will be presented. The course also provides strategies for building positive relationships, fostering motivation, and engaging in effective communication and problem-solving with parents and families.

EDUC 6621 Educational Research: Foundations (3 sem. cr.)#
This course is designed to provide post-baccalaureate teacher licensure candidates with an introduction to the fundamentals of research. Contemporary educational research is examined with the underlying assumption that research can improve classroom practice. Course participants will be expected to develop knowledge and skills in the use of theoretical frameworks; quantitative, qualitative, and action research methodologies; development of research questions; and compliance with ethical responsibilities of the researcher. Candidates will also complete an initial review of literature relevant to an identified research question.

EDUC 6622 Educational Research: Practical Applications (3 sem. cr.)
This course is an applied research course designed to expand post-baccalaureate teacher licensure candidates’ knowledge and skills by requiring them to utilize use the tools and information gained in EDUC 6621, Educational Research: Foundations, to design a timely and useful educational research project.. Specific activities in this course include developing and refining research questions or needs assessments; determining appropriate research methodologies and instrumentation; collecting and analyzing data, if possible; evaluating validity; and presenting analysis and implications. In addition, candidates will link their research proposal with the social change mission of the university.

Early Childhood Education Concentration Courses

EDUC 6611 Seminar: Professional Ethics, Communication, and Collaboration: Early Childhood Education (1 sem. cr.)#
This seminar, taken concurrently with EDUC 6687 Demonstration Teaching: Early Childhood Education, allows teacher candidates to fine-tune their skills, understandings, strategies, and knowledge. Teacher candidates complete the requirements for their ePortfolio and determine strategies for success as professional educators. The seminar allows for problem-solving among colleagues; group and individual reflective practice; and support and feedback for what is happening in demonstration teaching districts, schools, and classrooms. Seminar topics focus on promoting success for teacher candidates as they transition from the Program of Study into employment in the field as professional educators.

EDUC 6681 Early Childhood Education: Past, Present, and Future (3 sem. cr.)#
This course examines the historical and philosophical foundations of early childhood care and education while exploring a variety of early childhood programs—from child care centers to preschools and primary-grade classrooms—in order to provide the teacher candidate with a range of professional insights and opportunities regarding effective practice. With an emphasis on establishing developmentally appropriate and culturally responsive learning environments and on maintaining effective partnerships with families, this course serves to continue the development of a reasoned, coherent philosophy of education as a basis for ethical and professional practice and decision-making in diverse settings. This in-depth course reviews early childhood learning and developmental theory, as well as the knowledge needed to support and enhance the development and learning of all children from birth through age 3.

EDUC 6682 Teaching Reading, P–3 (3 sem. cr.)#
This course presents research-based methods for developing literacy (reading, writing, listening, speaking, viewing, and visually representing) in grades P–3. Teacher candidates will gain a historical perspective on teaching reading and explore various purposes and types of literacy assessments Strategies for creating an effective literacy environment and for working with parents and families will be addressed. Candidates will learn effective strategies for developing phonemic awareness, phonics skills, vocabulary, comprehension, fluency, and writing. Through field experiences, candidates will plan and implement assessment-driven, developmentally appropriate classroom lessons in each of these areas, addressing the diverse needs of individual children.

EDUC 6683 Developmentally Appropriate Practices for Infants and Toddlers (3 sem. cr.)#
Offering an in-depth look at infant and toddler growth and development, this course focuses on developmentally appropriate practices that promote children’s total well-being and that guide development in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include: health and safety; early mental health; brain development; creative development; and fostering respectful and responsive adult-child relationships and family involvement. In addition, teacher candidates learn to design and evaluate environments that enrich the development and learning of infants and toddlers.

EDUC 6684 Play and Learning for the Preschool Child (3 sem. cr.)#
Offering an in-depth look at the development and learning of preschoolers, this course focuses on developmentally appropriate theory, practices, and environments that enhance children’s development and learning in each of the domains (physical, social, emotional, and cognitive/language). Special areas of focus include the integral roles of play and creativity in children’s learning; the role of observation as it relates to establishing a child-centered approach to planning curriculum and assessing young children; promoting pro-social, anti-bias learning communities; and being responsive to and inclusive of children’s family members.

EDUC 6685 Teaching Mathematics, P–3 (3 sem. cr.)#
Using the latest research on the most effective methods for teaching developmentally appropriate mathematics curriculum from preschool through Grade 3, this course explores instructional and assessment strategies to develop children’s conceptual understanding of mathematics, including the best use of materials and technology. The National Council of Teachers of Mathematics (NCTM) content and process standards are embedded in this course with an emphasis on real-world problem-solving.

EDUC 6686 Teaching Across the Content Areas, P–3 (3 sem. cr.)#
This course focuses on standards-based, data-driven, developmentally appropriate teaching, learning, and assessment within and across content areas in preschool through Grade 3. The course focuses primarily on the content areas of science, social studies, and the arts, and emphasizes the importance of integrating literacy and mathematics in meaningful and relevant ways. Teachers will examine standards in various content areas, apply effective methods and strategies—including approaches to meeting diverse needs— to plan instruction in specific content areas and the arts, and develop ideas for integrating multiple content areas.

EDUC 6687 Demonstration Teaching: Early Childhood Education (6 sem. cr.)#
Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills and to demonstrate required competencies. Demonstration teaching takes place in two different classroom settings during the semester. During demonstration teaching, candidates will gradually assume complete teaching responsibility of the classroom, gaining real-world experience and the opportunity to translate theory into practice and to learn from doing. Teacher candidates will work closely with, and are evaluated by, their university supervisor and classroom cooperating teacher. The first 5 weeks of demonstration teaching run concurrently with EDUC 6686 Teaching Across the Content Areas, P–3. The remainder of demonstration teaching runs concurrently with EDUC 6611 Seminar: Professional Ethics, Communication, and Collaboration: Early Childhood Education.

Special Education, Emotional/Behavioral Disorders (K–12) Concentration Courses

EDUC 6609 Seminar: Professional Ethics, Communication, and Collaboration: Special Education (1 sem. cr.)#
This seminar, taken concurrently with EDUC 6699 Demonstration Teaching: Special Education, allows teacher candidates to fine-tune their skills, understandings, strategies, and knowledge. Teacher candidates complete the requirements for their ePortfolio and determine strategies for success as professional educators. The seminar allows for problem-solving among colleagues, group and individual reflective practice, and support and feedback for what is happening in demonstration teaching districts, schools, and classrooms. Seminar topics focus on promoting success for teacher candidates as they transition from the Program of Study into employment in the field as professional educators.

EDUC 6691 Foundations of Special Education (3 sem. cr.)#
Complex and critical components of medicine, psychology, education, politics, law, parenting, and moral/societal issues are embedded and integrated within the field of special education. An intensive study of policies and practices related to individuals with exceptional learning needs provides a continuum of opportunities to experience a challenging and dynamic profession. This course dispels myths and mysteries of exceptionalities from a historical perspective, as well as current issues, laws, attitudes, and conundrums. Traditional and evolving policies, procedures, and service delivery models are addressed in a way that the candidate can apply them to individual state requirements. A crucial outcome of this course is the development of knowledge and skills necessary for building collaborative relationships with parents, related services, and agencies.

EDUC 6692 Individualizing Education for Learners with Disabilities (3 sem. cr.)#
All learners possess unique characteristics, interests, and abilities. Special educators are responsible for connecting instructional planning to individual strengths and needs of learners with disabilities. This course begins by examining inclusion and the collaboration skills necessary for its effectiveness. There follows an investigation into the characteristics (academic, functional, and social) of learners defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004) as they affect learning and teaching. Finally, the course explores research-based practices and subject area instructional strategies that result in accommodations and modifications for students with special needs. One of the primary goals of this course is to promote effective and proactive transdisciplinary teaming that supports a coordinated effort to optimize learning experiences, opportunities, and environments for students across a range of learning abilities and exceptionalities.

EDUC 6693 Current Issues in Assessment and Intervention (3 sem. cr.)#
Gathering and interpreting assessment information to inform curriculum strategies and/or intervention techniques and resources promotes maximum achievement for all learners, especially those who have learning disabilities or emotional/behavioral disorders. Key topics presented in this course include problem-solving models and response to intervention (RTI) approaches, as well as laws related to eligibility; ethics and parents’ rights; standardized and informal assessments; and data analysis. Upon completion of this course, candidates will have the skills to write an Individualized Educational Program (IEP) based on diagnostic tools. Guided field experience will allow the candidate to interview experienced teachers about current issues and practices in assessment and intervention.

EDUC 6694 Reading and Writing Instruction for Learners with Exceptionalities (3 sem. cr.)#
This course is dedicated to teaching theories, principles, assessment, and scientific research-based instructional strategies in the area of reading and writing instruction for learners with exceptionalities. Through this course the candidate will be introduced to formal and informal diagnostic tools to identify students experiencing reading difficulties. Scientific research-based intervention programs and teacher effectiveness are discussed. The course also explores the interface of technology and literacy instruction. Candidates are provided opportunities to explore resources, technology, research, and practices that facilitate specific skill development in their future students. Strategies are also presented that support enjoyment of reading and writing for students with diverse and challenging learning needs.

EDUC 6695 Planning Positive Behavior Support Strategies (3 sem. cr.)#
Promoting positive behavior and effectively responding to misbehavior are critical skills necessary for all teachers. By examining behavior support strategies from two different perspectives—classroom management and individual behavior management—the special education teacher candidate will develop practical skills that can be transferred to actual classroom challenges. In order to create and sustain a positive learning environment, both perspectives must be understood.

EDUC 6696 Instructional Strategies for Students With Emotional/Behavioral Disorders (3 sem. cr.)#
This course provides an overview of research-validated academic and behavioral strategies demonstrated to be effective for students with emotional and behavioral disabilities. The special education teacher candidate will examine specific content areas and the means for integrating strategies across the disciplines. As candidates continue to synthesize and develop material and experience from previous coursework (e.g., IEP Case Study, Classroom Management Plan), they will be expected to apply skills developed in this course to construct appropriate activities for the Collaborative Lesson Plan.

EDUC 6699 Demonstration Teaching: Special Education: Emotional/Behavioral Disorders (6 sem. cr.)#
Demonstration teaching is the culminating experience in the teacher preparation program and is the opportunity to apply knowledge and skills, as well as demonstrate required competencies. Demonstration teaching takes place in two different classroom settings during the semester. During demonstration teaching, candidates will gradually assume complete teaching responsibility for the classroom. It provides teacher candidates with the real-world experience and opportunity to implement theory into practice and learn from doing. During demonstration teaching, teacher candidates will work closely with, and be evaluated by, their university supervisor and classroom cooperating teacher. The first five weeks of demonstration teaching run concurrently with EDUC 6696 Instructional Strategies for Students With Emotional/Behavioral Disorders. The remainder of demonstration teaching runs concurrently with EDUC 6609 Seminar: Professional Ethics, Communication, and Collaboration: Special Education.

Special Education, Learning Disabilities (K–12) Concentration Courses

EDUC 6692 Individualizing Education for Learners With Disabilities (3 sem. cr.)#
All learners possess unique characteristics, interests, and abilities. Special educators are responsible for connecting instructional planning to individual strengths and needs of learners with disabilities. This course begins by examining inclusion and the collaboration skills necessary for its effectiveness. There follows an investigation into the characteristics (academic, functional, and social) of learners defined by the Individuals with Disabilities in Education Improvement Act (IDEA, 2004) as they affect learning and teaching. Finally, the course explores research-based practices and subject area instructional strategies that result in accommodations and modifications for students with special needs. One of the primary goals of this course is to promote effective and proactive transdisciplinary teaming that supports a coordinated effort to optimize learning experiences, opportunities, and environments for students across a range of learning abilities and exceptionalities.

EDUC 6693 Current Issues in Assessment and Intervention (3 sem. cr.)
Gathering and interpreting assessment information to inform curriculum strategies and/or intervention techniques and resources promotes maximum achievement for all learners, especially those who have learning disabilities or emotional/behavioral disorders. Key topics presented in this course include problem-solving models and response to intervention (RTI) approaches, as well as laws related to eligibility; ethics and parents’ rights; standardized and informal assessments; and data analysis. Upon completion of this course, candidates will have the skills to write an Individualized Educational Program (IEP) based on diagnostic tools. Guided field experience will allow the candidate to interview experienced teachers about current issues and practices in assessment and intervention.

EDUC 6694 Reading and Writing Instruction for Learners With Exceptionalities (3 sem. cr.)#
This course is dedicated to teaching theories, principles, assessment, and scientific research-based instructional strategies in the area of reading and writing instruction for learners with exceptionalities. Through this course the candidate will be introduced to formal and informal diagnostic tools to identify students experiencing reading difficulties. Scientific research-based intervention programs and teacher effectiveness are discussed. The course also explores the interface of technology and literacy instruction. Candidates are provided opportunities to explore resources, technology, research, and practices that facilitate specific skill development in their future students. Strategies are also presented that support enjoyment of reading and writing for students with diverse and challenging learning needs.

EDUC 6697 Instructional Strategies for Students With Learning Disabilities (3 sem. cr.)#
Students with learning disabilities tend to have deficits in four main areas: working memory, strategy knowledge, vocabulary knowledge, and language coding. Deficits in these areas affect learning across the curriculum. Instruction for students with learning disabilities needs to support learning in ways that enhance and strengthen their abilities. Specialized instruction for students with learning disabilities should be individualized and responsive to student progress. Therefore, assessment is an integral part of the instructional process and is used to determine present levels of performance, set annual goals, and continually monitor individual progress relative to these goals. In this course, teacher candidates will become familiar with the characteristics of students with learning disabilities, learn instructional methods to support student learning, develop and design appropriate accommodations, and learn specific strategies for teaching in math, literacy, and across the content areas.

EDUC 6698 Demonstration Teaching: Special Education: Learning Disabilities (6 sem. cr.)
Demonstration teaching is the culminating experience in the teacher preparation program and is an opportunity to apply knowledge and skills and to demonstrate required competencies. Demonstration teaching takes place in two different classroom settings during the semester. During demonstration teaching, candidates will gradually assume complete teaching responsibility of the classroom, gaining real-world experience and the opportunity to translate theory into practice and to learn from doing. Teacher candidates will work closely with, and are evaluated by their university supervisor and classroom cooperating teacher. The first 5 weeks of demonstration teaching run concurrently with EDUC 6697 Instructional Strategies for Students with Learning Disabilities. The remainder of demonstration teaching runs concurrently with EDUC 6609 Seminar: Professional Ethics, Communication, and Collaboration: Special Education.