After much study and deliberation, the School of Education has implemented a Background Study Policy for all students enrolled in School of Education programs.
Wondering which classes are offered next semester? Looking for a CRN for registration?
Includes classroom visits and tutoring in a local school. Details of time and location will be shared in EDU 1540. A $50 background check is required before students are allowed to enroll in this course. This field experience portion of the introductory course is taken concurrently with EDU 1540.
Introduces schooling, teaching and the foundations of education. The major purpose is to help students clarify their thoughts and feelings about becoming a teacher. Topics include teachers, students, schools, teaching, curriculum, instruction, school governance, school finance, history of U.S. education, philosophy of education. Must be taken concurrently with EDU 1505.
Examines adolescent health issues and health problems within the context of primary, secondary and tertiary prevention. Suicide, eating disorders, violence in school, family and relationships, sexual abuse, and STDs are explored by defining the issues and problems, identifying causal factors, looking at the effects on learning and discussing prevention as well as intervention and follow-up.
Examines children's cognitive, social and emotional growth and development as a function of their social and cultural context: the school. The context of the school frames the discussion of specific topics including diversity, motivation, learning styles, moral development, personality development, general theories of intelligence, theories of cognitive development and their effects on the educational process and prominent learning theories. This course has a 2-hour/week service learning requirement in which students work within a K-12 school.
Provides students with an understanding of the importance of using multicultural approaches and diversity sensitive behaviors in the classroom. Students explore their own monocultural/multicultural socialization and examine their own assumptions and beliefs as they study the complex dynamics of the teaching/learning relationship. Topics include: the social construction of difference - race, class, gender, and sexual orientation; power, privilege, and the dehumanization process; the relationship between education and social justice.
Addresses teacher’s roles in educating children and youth with disabilities. Students examine the social construction of disability, disability legislation; rights and responsibilities of parents, educators, and students; and universal design for learning. Topics include historical and theoretical frameworks and legal mandates that have shaped the current field of special education, as well as the needs and characteristics of individuals with exceptionalities.
Provides an overview of assessment followed by an exploration of specific topics in classroom assessment. Among these topics are standardized assessment, performance-based assessment, norm and criterion-referenced assessment and general grading issues. Data-driven decision making is discussed and practiced in this course. Prerequisite: Admission to teacher education program, EDU 2500 or EDU 3500, or consent of instructor.
Addresses the predominant philosophies driving middle school education. Various models of middle school design are explored. Special attention is given to application of middle school philosophies to curriculum development, current issues in middle school practice and best practices for the early adolescent. Prerequisite: Admission to teacher education program, EDU 2500 or EDU 3500, or consent of instructor.
Presents the Internet as a classroom resource for teachers and students. Participants will learn to use online discussion groups, search the Internet, use evaluation tools to review Web pages, and develop a classroom project to help students use the Internet.
Provides an overview of digital media application for teaching and learning. Participants will learn to design and produce multimedia and digital video products to support the curriculum in their classroom. The course will also focus on designing instruction that integrates student use of multimedia and digital video as learning tools.
Assists in developing educational technology leaders. In this course students evaluate, plan, and create educational technology-based solutions for learning environments while considering best practices in technology integration. Participants will learn about topics in educational technology such as future trends, government policies, professional development models, and evaluation tools. Prerequisites: One course from: EDU 2420, EDU 3440, EDU 3430
Focuses on the integration of science, mathematics, and social studies. Students learn appropriate methods of inquiry, technology integration, curriculum development, instructional planning strategies, and assessment of elementary/middle school science, mathematics and social studies. The MN Academic Standards, ISTE and national content standards in each of the content areas are used to guide students in preparing an integrated teaching unit. This course must be taken concurrently with EDU 3505. Prerequisite: Admission to teacher education program.
Explores the dynamics among four dimensions of the teaching/learning relationship – teachers, students, course content, and methodology – with the emphasis this semester on content and methodology. Topics include: daily and long-term planning; the advantages and limitations associated with various instructional strategies; reading and writing strategies for use across the curriculum; assessment; the Minnesota Department of education Content Standards; multi-cultural, diversity-sensitive approaches to learning in the classroom; the integration of technology skills. Pre-requisites: EDU 2800, EDU 2805
Address a special need, interest or opportunity and are not a part of the regular Teacher Education curriculum.
Explores an area of interest. Pre-requisite: permission of department chair.