Education: Graduate

This course offers educators the opportunity to earn university credit while developing reflective practice, practical activities and strategies based on knowledge attained by attending the graduate research conference. Students will attend the one-day learning community conference and then within their own classrooms explore the content, process for design, implementation, and evaluation of the teacher-based action research.

In this foundational course, educators will explore the latest research to assist with development of a basic understanding of adverse childhood experiences. The students will work with other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU (university professor(s) and fellow classmates). Together, they will increase their understanding of the past and current research and discoveries and explore classroom strategies and applications. This course can be taken simultaneously with the subsequent course AE 506: Adverse Childhood Experiences-Intermediate Application.

In this intermediate course, educators will design and develop a mini action research study utilizing the information and strategies developed in the prerequisite course (Adverse Childhood Experiences: Foundational Exploration). The students will implement the study within their work environment while working with other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU (university professor(s) and fellow classmates). Together, they will increase their understanding of the current ACES discoveries by implementing, collecting data, and reflecting on the findings.

In this advanced course, educators will complete a mini action research paper. Students will take the research discoveries from the prerequisite courses and develop a formal action research paper. This paper must be written per APA guidelines. An advisory panel comprised of course peers and the professor will review and approve the research papers.

In this course educators will work with professional colleagues in their local educational context, SMSU professor(s), local administrator(s) and community-based professionals to increase their understanding of the executive skills that comprise each of the three major brain networks, how to recognize each of these executive skills, how and when they develop, and how to support their development. Students will study in greater depth each of the executive skills in: the salience network including, the sensory-motor system, memory, relational (analogical) reasoning, attention, motivation, decision-making, self-control, self-assessment and the consequences of ineffective self-assessment; the default mode network including, social-emotional brain, social memory, and the importance of this network in supporting student learning; and the task-specific network, including, critical thinking, language, math, and the core components involved in supporting the most effective development of these skills and students learning.

Using the knowledge gained from The Executive Brain Foundations and Executive Brain Development, educators will collaborate with other professionals to create a classroom action plan for developing of one or more specific executive skills in their students. To do so educators will develop a set of research-based strategies to develop each of those executive skills and integrate them into their classroom practice to improve their students learning and academic achievement. Findings from their action research project will be presented to other educators to support their own and their colleagues professional development, classroom/school change, and curricular and/or policy development in their local schools.

Careers where one is expected to manage the learning and behavior of others is stressful. When dealing with a population that has a cadre of issues ranging from safety concerns to academic issues, to behavioral problems, educators are often left feeling defeated and exhausted. In this course educators work with professional colleagues in their local context (peers, administrator(s), community-based professionals, professional organizations) and from SMSU professors to increase their understanding and the importance of educator self-care. Educators will explore the latest research to assist with the development of practical strategies for self-care. Students will learn why self-care matters, why it is important to take care of oneself, and how to develop a self-care plan. In this foundational course, educators will explore and develop strategies for improving quality of life and reversing and/or preventing educator burnout. This course can be taken simultaneously with the subsequent course(s) AE 519: Educator Self-Care Action Research

In this advanced course, educators will complete an investigative action-based research project. This project is parallel to our Mini Action Research projects done within the Graduate Learning Communities. Students will take the research discoveries from the prerequisite course (ED 518 Educator Self-Care Foundational Exploration) and will implement the study within their home and work environment while working with other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU professor(s) and fellow classmates. Together, they will increase their understanding of the mechanisms for self-care by implementing, collecting data, and reflecting on the findings. 3 credits; A-F grading.

In this course, students will select (or be assigned) a specific topic and will work with professionals in their assigned topic area to develop instructional practices to enhance the content they are developing. They will explore strategies for how the content is applied/integrated into the overall district curriculum. Students integrate their new understandings of real-world applications for a specific topic into the curriculum.

This course offers educators the opportunity to increase their awareness of the culture of poverty and the impact it plays with our students, families, communities, and region. The course will provide a physical, social, and psychological understanding of poverty, inducing factors and responses. A broad array of poverty research will be presented and potential plans to assist will be explored.

In this foundational course, educators will explore the latest research to assist with development of a basic understanding of the culture of poverty and the effects it has on students, families, communities, and especially schools in which they live and work. The students will work with other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU (university professor(s) and fellow classmates). Together, they will increase their understanding of the past and current research and discoveries and explore classroom strategies and applications.

In this intermediate course, educators will design and develop a mini action research study utilizing the information and strategies developed in the Foundational Exploration course: AE 522. The students will implement the study within their work environment while working with other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU (university professor(s) and fellow classmates). Together, they will increase their understanding of the current poverty discoveries in their community by implementing, collecting data, and reflecting on the findings.

In this advanced course, educators will complete an action-based investigation research project. This project is parallel to our Mini Action Research projects done within the Graduate Learning Communities. Students will take the research discoveries from the related courses and develop a formal action-based resource guide. This guide must be written per APA guidelines. An advisory panel comprised of course peers, school peers, administrator(s), and the professor will review and approve the research presentations.

The access to information evolving, it is difficult to know what resources are credible and which are not. In this course, students will learn how to evaluate resources and make decisions regarding what to utilize within their curriculum.

In this course, educators will learn what to do if an adult is having a mental health or substance abuse related crisis. Mental health and substance abuse related risk factors and warning signs will be reviewed and strategies for intervening and assisting will be highlighted. Finally, local agencies/resources will be identified so appropriate referrals can be made. The course objectives will be addressed through a lens of identification, crisis intervention and referral. Further, they will be addressed through the belief that individuals experiencing such challenges can seek professional help, do better, and stay healthy. A component of this course is Mental Health First Aid. The purpose of MHFA is to train people how they can assist in a mental health emergency and lend help to someone in emotional crisis. Just as a medical first responder responds to a medical crisis, this trained mental health first responder will respond to mental health and substance use crisis until professional help arrives. After successful completion of the course, the student will receive a 3-year certification in Adult Mental Health First Aid. Disclaimer: This course is for mental health or substance-abuse related crisis identification, intervention, and referral. It is not a course in diagnosis or treatment.

In this course, educators will learn what to do when a child/adolescent is having a mental health or substance abuse related crisis. Mental health and substance abuse related risk factors and warning signs will be reviewed and strategies for intervening and assisting will be highlighted. Finally, local agencies/resources will be identified so appropriate referrals can be made. The course objectives will be addressed through a lens of identification, crisis intervention and referral. Further, they will be addressed through the belief that youth experiencing such challenges can seek professional help, do better, and stay healthy. A component of this course is Mental Health First Aid. The purpose of MHFA is to train people how they can assist in a mental health emergency and lend help to someone in emotional crisis. Just as a medical first responder responds to a medical crisis, this trained mental health first responder will respond to mental health and substance use crisis until professional help arrives. After successful completion of the course, the student will receive a 3-year certification in Youth Mental Health First Aid. PELSB License Renewal: This course does meet PELSB license renewal conditions for key warning signs of mental illness in children/adolescents and suicide prevention training. Disclaimer: This course is for mental health or substance-abuse related crisis identification, intervention, and referral. It is not a course in diagnosis or treatment.

This course offers educators the opportunity to take a research presentation and develop a professional presentation to be utilized beyond the requirements of a graduate program and/or presentation. Through reflective practice, students will learn how to revise their research presentations to be utilized within the broader P-12 system. They will learn how to adapt and strengthen their presentations, so they are marketable and meaningful. They will take knowledge attained by attending the graduate research conference to reevaluate and reinvent their presentation content, design, and implementation. Further, they will learn how to adapt their presentation based on audience needs (data gathering and analysis), and how to market the presentation.

This course offers educators the opportunity to increase their awareness of the culture of their classroom/learning environment and the impact it has on students ability to be successful. The course will provide an overview of the 4 C Model: Caring, Constancy, Candor, and Choices and the role each plays in the classroom, inducing factors and responses to the roles each plays. A broad array of 4 C research will be presented and potential plans to assist will be explored.

In this foundational course, educators will explore the latest research to assist with development of a basic understanding of the classroom culture and focus specifically on establishing a candor and choices learning environment. The students will work with other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU (university professor(s) and fellow classmates). Together, they will increase their understanding of the past and current research and discoveries and explore classroom strategies and applications.

In this foundational course, educators will explore the latest research to assist with development of a basic understanding of the classroom culture and focus specifically on establishing a caring and constancy learning environment. The students will work with other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU (university professor(s) and fellow classmates). Together, they will increase their understanding of the past and current research and discoveries and explore classroom strategies and applications.

In this advanced course, educators will complete an investigative action-based research project. This project is parallel to our Mini Action Research projects done within the Graduate Learning Communities. Students will take the research discoveries from the related courses and develop a formal action-based resource guide. This guide must be written per APA guidelines. An advisory panel comprised of course peers, school peers, administrator(s), and the professor will review and approve the research presentations.

In this foundational course, educators will explore the latest research to assist with the teaching of resilience. The students will work with other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU (university professor(s) and fellow classmates). Together, they will increase their understanding of the past and current research and discoveries and explore classroom strategies and applications.

Students identify how teaching and learning of resilience fits into their professional practice and development. These identified areas may include, but is not limited to, instructional, organizational, or community processes related to their practice or content area. From the research students will extract resilience (teaching and learning) strategies and will develop an action research project designed to improve, implement or understand teaching resilience. Students conduct a review of the literature, examine and select a research design, determine data collection tools, and apply analytical processes appropriate to the initial and emerging needs of the project.

In this advanced course, educators will complete an resilience focused investigative action-based research project. Students will take the research discoveries from the related courses and develop a formal action-based resource guide. This guide must be written per APA guidelines. An advisory panel comprised of course peers, school peers, administrator(s), and the professor will review and approve the research presentations.

In this introductory course, educators will explore the latest 21st century skills research to assist with the development of practical strategies for optimizing in the classroom/learning environment. The educators will work other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU (University professors and fellow classmates). Together, they will increase their understanding of the current 21st century skills strategies and explore classroom strategies and applications.

In this foundational course, educators will explore the latest research to assist with development of a basic understanding of the 21st Century Skills and focus specifically on establishing a learning skills environment. The students will work with other educators in their local educational contexts (peers, community-based professionals, building administrators) and from SMSU (university professor(s) and fellow classmates). Together, they will increase their understanding of the past and current research and discoveries and explore classroom strategies and applications.

In this advanced course, educators will complete an investigative action-based research project. This project is parallel to our Mini Action Research projects done within the Graduate Learning Communities. Students will take the research discoveries from the related courses and develop a formal action-based resource guide. This guide must be written per APA guidelines. An advisory panel comprised of course peers, school peers, administrator(s), and the professor will review and approve the research presentations.

This course is a reflective study of the Science of Reading with specific focus on the Language Essentials for Teachers of Reading & Spelling-Volume 1, Units 1-4. Teachers who have completed LETRS Volume 1, Units 1-4 may earn graduate credit with proof of completion with 80% mastery or above by submitting the LETRS certificate, participation in SoR discussions with course colleagues, and crafting a 1,500 word research-based paper regarding structured literacy and The Challenge of Learning to Read content including a reflective component on the implications for teaching and learning related to the bridge to practice activities. Prerequisites: Completion of LETRS training Volume 1. Department reserves the right to remove students from the course who do not meet the prerequisites.

This course is a reflective study of the Science of Reading with specific focus on the Language Essentials for Teachers of Reading & Spelling -Volume 2, Units 5-8. Teachers who have completed LETRS Volume 2, Units 5-8 may earn graduate credit with proof of completion with 80% mastery or above by submitting the LETRS participation in SoR discussions with course colleagues, and crafting a 1,500 word research-based paper regarding structured literacy and The Reading-Writing Connection content including a reflective component on the implications for teaching and learning related to the bridge to practice activities. Prerequisites: Completion of LETRS training Volume 2. Department reserves the right to remove students from the course who do not meet the prerequisites.

This course will focus on an analysis of school based management and leadership in American schools. Site visits and panel discussions of superintendents and principals are included in the program. Case studies will be reviewed and analyzed by teams of students. Leadership styles and organizational concepts will be examined. Students will conduct research of management and operations at school sites in the area. A final presentation of research by individual groups will be required.

This course is available to licensed administrators from outside of Minnesota who are seeking to obtain Minnesota administrative licensure as a principal, superintendent, and/or director of special education. Candidates credentials will be evaluated to determine the needed competencies and/or field experiences to gain licensure. This course will be taken to establish a roadmap for the candidate to complete the needed competencies towards licensure requirements. This course can be repeated with the remaining competency levels needed.

This course is designed to prepare teachers to improve student learning in community and technical colleges. The course will provide students with an overview of the historical, social, and current direction of adult learning theory. It will also explore a variety of traditional and innovative modes of instruction that could be effectively used in the instruction of adults.

This is a two-credit undergraduate/graduate course with a focus on both improving and promoting learning in community and technical colleges. A variety of traditional and innovative assessment and evaluation strategies/methods will be addressed that will enhance teaching and learning as a dynamic process to foster student learning. This course will focus on the construction, interpretation, use, and evaluation of student assessment/evaluation methods and tools based on the course/discipline/program outcomes in concert with theoretical assumptions that give meaning to such methods.

This is a two-credit undergraduate/graduate course focused on the development of curriculum and the instructional design of courses within a curriculum in community and technical colleges. Emphasis will be on curriculum and course development focused on educational outcomes and adult learning theory.

This course is a study of childrens literature at pre-primary, kindergarten, and elementary levels, with emphasis on diversity.

This course is an introduction to early literacy and linguistics, which is the scientific study of language. The theory of linguistics and teaching methods will be investigated. Topics taught in this course are language development, including the sounds of language and how they are produced (phonology); the structure of words (morphology); sentence structure (syntax); and how meaning is expressed (semantics). Early literacy topics addressed in this courses include concepts about print, alphabetic principle, phonemic awareness, phonics, spelling, fluency, and written language. Emphasis will be placed on teaching techniques, strategies, and assessment tools used to instruct beginning readers, with special focus on the need to differentiate instruction to accommodate the needs of all learners, particularly the struggling reader and students for whom English is a second language. There is a 15-hour field experience attached to this course.

The course enables teacher candidates to improve communication proficiency as language develops in the child from early childhood through adolescence. With consideration of the academic ELA standards and inclusion of the ELA literacies: reading, writing, listening, speaking, viewing, and visually representing - including media/digital literacy, the focus of the content of English language arts includes: literature, writing, vocabulary, spelling, grammar/language conventions & effective usage, poetry, phonics, and handwriting. This course explores the process of language development and appropriate strategies to stimulate and encourage the continuation of language growth, and includes focus on understanding interrelationships among culture, language, and thought, with emphasis on technology, diversity, and the needs of English learners. Teacher candidates will complete an informal (self-placed) eight-hour field experience.

This course addresses the total spectrum of an inclusive P-6 developmental literacy program, including a study of phonemic, graphemic, and semantic systems, as well as strategies for teaching fluency, vocabulary, writing, and comprehension skills to learners. This course includes a field experience with structured assignments for teaching reading skills to diverse learners in grades P-6.

In order to teach young children it is necessary to be familiar with patterns of growth concerning physical, mental, social, emotional, and aesthetic development of this age group. And to know both methods and materials is essential in order to create a living/learning environment where children can experience the best possible educational program. This course requires a 15-hour field experience.

Provide education majors an understanding of the principles of effective classroom management and an opportunity to use a range of strategies to promote positive relationships, cooperation, and purposeful learning in the classroom; grow in their knowledge on how to create learning environments that contribute to the self-esteem of all persons and to positive personal relations, establish a positive climate in the classroom and participate in maintaining a positive climate in the school as a whole. Participants will professionally grow in their development of skills necessary to lead with confidence, compassion, creativeness and commitment and team planning and teaching with multi-age grouping for K-6 diverse learners. Elementary and Early Childhood Education majors team-plan and team-teach content and skill objectives during a special two day clinical lab experience in a nearby elementary school for K-6 diverse learners.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of mathematics from pre-kindergarten through grade 8. The course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of science from pre-kindergarten through grade 8. This course will address concept development, skill attainment, problem solving, lesson planning, assessment procedures, and techniques for accommodating different learning styles. Fifteen hours of classroom visits for guided practice and teaching a unit using appropriate methods for diverse learners are included.

This course includes the study of pedagogy, standards, teaching strategies and assessments for social studies concepts at the preprimary, kindergarten and elementary levels for PreK - 6 diverse learners. Early Childhood and Elementary Education teacher candidates teach social studies content and skill objectives during a 15 hour lab experience in an elementary school for PK -6 diverse learners.

Provides the basics of media production for learning and training. Students will learn how to utilize technologies such as video, still images, animation, and graphics in business and educational contexts. This course is designed for professionals in the fields of education, corporate training, and management.

This course develops knowledge and strategies in planning and teaching reading, phonics, and writing in grades K-8. Curriculum methods and organization of the reading program are explored in the context of best current practice and professional reading standards.

This course will help the teacher construct a framework for supporting content area literacy instruction. The course will focus on assisting teachers in developing reading and writing methods, strategies, and procedures for the 5-12 students.

This course focuses on assessment of the reading development of individual students and groups of students and the selection of strategies, materials, and instruction for students with a wide range of reading backgrounds and skills.

This practicum is the capstone of the MN K-12 Teacher of Reading Licensure program. Placements will focus on the elementary, middle, and secondary levels. Reading teacher candidates must complete licensure coursework before enrolling in the Literacy Practicum. This should be the final term of the Reading licensure program. Approval by instructor required. Course may be concurrently taken with ED 450/550.

This required course will enable teacher candidates to understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student.

The purpose of this course will be to learn research techniques and applications by participating in action research, specifically the performance assessment required by the State of Minnesota for teacher candidates who want to obtain a Minnesota teaching license. This course will focus on action research and researching learning strategies in preparation for teaching.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

This course is intended for licensed teachers seeking an additional licensure or endorsement. Candidates need to complete a minimum of 80 hours in the scope and content of the licensure area sought. Advanced Practicum candidate hours and grade bands will be determined by the evaluation of practicum candidate experience.

This course consists of the final SMSU School of Education Teacher Education Program requirements for teacher licensure in Minnesota. Teacher candidates successfully completing all the requirements for MN licensure will be moved forward for licensure recommendation.

This course explores the predictive factors linked to academic problems and risk behaviors in youth. It is also an evaluation of theories, models, research, and practices as they relate to working with youth in alternative schools, residential settings, and non-familial homes. Other topics of study include common risk behaviors among youth, intervention and prevention programs for at-risk youth, behavior and crisis management, and differential outcomes for youth at risk.

This course focuses on the collaborative efforts among agencies serving at-risk youth. Major topics will include collaboration models, initiatives, and structures; benefits of and barriers to effective inter-agency collaboration; community resource mapping and capacity building; information sharing and confidentiality; as well as cultural competency within the context of a service system. Students will also gain a broad understanding of the services and programs designed to assist youth at risk.

In this course, students will explore how to effectively use blended instruction, both in-person and online, to design instruction, implement, and assess.

This course focuses on the development of best practices in online teaching. Participants will investigate the roles of the online instructor, the online student, and the integration of technology in creating a successful online learning experience.

This course looks at best practices in the integration of technology into classroom teaching. A variety of tools and applications will be explored in the context of specific content areas and age levels from pre-K through college level teaching.

This course will aim to teach participants how to build a collaborative environment to facilitate synchronous and asynchronous text, voice, and video communication; support co-creation of projects; facilitate consensus building through group discussions and polling; develop strategies for resource management; and use online presentation tools. Participants will also learn how to assess tools including LMS and project management software to determine how well the tool serves the intended purpose and meets the users needs.

This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.

Additional work in a particular area, in-depth study or related projects.

Expands and strengthens the teachers ability to develop an in-depth understanding of Reading Recovery practices and theory in order to teach and accelerate the learning of individual children. Classroom instruction is coordinated with the individual instruction of four at-risk students in an integrated field experience. The second semester focuses on understanding the theoretical background of Reading Recovery, analyzing and refining teaching decisions, and becoming reflective teachers.

Field experience designed by requesting student and the faculty member who has agreed to help structure and supervise the experience.

This course will assist the graduate student in the American Psychological Association (APA) publication style, choosing a research topic, conducting a review of literature, and organizing an action research project, the capstone activity for the graduate program.

Aspiring educators will learn the foundations of pedagogical practices in an inclusive education. The course will explore learning theories and child development in relation to culturally relevant practices to effectively instruct diverse learners as well as learners with special needs. This course will require a 20+ hour field experience in the appropriate scope and content of (specific) licensure. Prerequisite: Must be admitted to Graduate Program.

Aspiring educators will learn instructional practices and curricular options for the culturally responsive classroom. The course will explore development and growth, incorporating the interrelationships among culture, language, and thought among the needs of diverse population of students including English learners, learners with disabilities, and gifted and talented learners. Additional focus on teaching methodologies and curricular modifications and adaptions are included. This course will require a 20+ hour field experience in the appropriate scope and content of (specific) licensure. Prerequisite: Admission to the Teacher Education Program.

Aspiring educators will learn instructional strategies and assessment practices focusing on collaborative methods for working with diverse populations and students with exceptionalities. Additionally, aspiring educators will demonstrate and evaluate pedagogical practices in classroom management and foster home-school-community relationships. This course will require a 20+ hour field experience in the appropriate scope and content of (specific) licensure. Prerequisite: Admission to the Teacher Education Program.

Students will identify the cultural and historical influences and knowledge and belief systems which shape, and continue to shape, educational organizations, processes, and individual actions. Students will investigate the concepts and skills used in educational research and evaluate research methodologies. Students will initiate a portfolio as a means of demonstrating professional competencies. Technology will be an integral component in the research and portfolio process.

This course combines research and theory about teaching and learning that effectively enable educators to make informed decisions to better meet the diverse needs of all learners.

Students will identify and critically analyze a variety of cultural and historical influences, theories, knowledge and belief systems which shape educational organizations. Admission to Education Graduate program is required.

Students will learn and apply education research and assessment as a means of analyzing and improving teaching and the learning of content. Students will use their findings to enhance the scholarship of teaching and learning.

Students create a portfolio to reflect their professional growth and development. The portfolio will be an accurate portrayal of who they are as educators. Admission to the Education Graduate program is required.

Students identify an issue of interest to their professional development. The issue may include, but it is not limited to, instructional, organizational, or community processes related to their practice or content area. Students develop a research project designed to improve, implement, or understand the issue identified. Admission to Education Graduate program is required.

Students will focus on an in-depth examination of their professional beliefs, values, and knowledge regarding teaching and learning and compare these to the current research base on teaching and learning. With this knowledge they will conduct field studies to determine the influence of their practice on student learning and work to improve that practice. Admission to Education Graduate program is required.

Students will critically examine culturally embedded beliefs, knowledge, practices, and organizational structures and processes to determine their appropriateness in a democratic society. Admission to Education Graduate program is required.

Students implement and complete their action research projects. Admission to Education Graduate program is required.

This course is for graduate students who have not completed their research at the end of their final research course. Students are required to enroll each semester the student is requesting assistance from graduate faculty and using the library resources or any other University resources. Admission to the Graduate Program is required.

Students study social learning and the school as a social learning organization. Students experience first-hand the processes involved in social learning within the learning community context and transfer those processes into classroom practices. Admission to Education Graduate program required.

Students examine and connect current research in learning to the content areasin order to develop effective instructional decisions. Students design teaching approaches and learning environments to meet the needs of learners and organizations. Additionally, students engage in the development of personal practice knowledge in the content area as they build a knowledge base of educational research, theory, and practice. Admission to Education Graduate program required.

Students will research and review literature on a variety of current issues, trends, and reform efforts in education. Admission to Education Graduate program required.

Students explore multiple organizational theories and practices, compare and contrast those theories and practices, and assess their value in educational contexts. Students develop or engage in active leadership roles in their educational contexts. Admission to Education Graduate program required.

Students develop and refine curriculum using research-based design models. They research the connection between recent findings in human learning and how these findings translate into more effective curriculum design within their specific content area. Admission to Education Graduate program required.

Students will research and review literature on a variety of current issues, trends, and reform efforts in education using an historical context. Students will develop an advocacy position in an issue related to his/her specialty area.

This course offers educators the opportunity to take a research presentation and develop a professional presentation to be utilized beyond the requirements of a graduate program and/or presentation. Through reflective practice, students will learn how to revise their research presentations to be utilized within the broader P-12 system. They will learn how to adapt and strengthen their presentations, so they are marketable and meaningful. They will take knowledge attained by attending the graduate research conference to reevaluate and reinvent their presentation content, design, and implementation. Further, they will learn how to adapt their presentation based on audience needs (data gathering and analysis), and how to market the presentation.

Charter School Leaders have the responsibility of overseeing the many operations of the school environment. Utilizing technology to support the day-to-day operations and support best practices is an important aspect of the schools ability to function at a highly productive level. Leaders will explore technologies that focus on two distinct elements: operational and instructional. Software and technology that will assist in the functions of the building, staffing needs, and scheduling will be examined, along with software and technology that supports effective instruction and curriculum development.

This practicum provides students the opportunity to apply effective reading practices with elementary, middle level, and high school students.

This course is designed to provide an understanding and overview of organization of charter school history, systems, management, and leadership theory. Examination of the unique operations of charter schools, along with governance and affiliations with outside entities will be included. This course will analyze and review federal and state laws related to charter school education. Legal issues which affect operation of schools will also be explored. Students will learn about case law, contract law, labor relations, district, and school policies. An overview of special education and related laws, policies, and procedures will be included. Reflection, experiential activities, case studies, debates, simulations, and field studies will assist the student in developing and building decision-making, communication, and collaboration skills essential for the 21st Century charter school administrator.

This course focuses on fiscal and human resource management for charter schools. It includes budget allocation, planning, reporting and policies, and laws governing funding at the state, district, and local school levels for charter schools. It will also explore administrative technology applications and funding necessary to provide those resources. Participants will become familiar with a variety of technology applications. In addition, students will explore staffing, recruitment, selection, and termination processes.

Students dialogue with his/her professional organizations, peers, parents, learners, and the community to investigate and generate contextually meaningful personal and social processes of learning and teaching. Students will investigate and develop skills in mentoring, peer coaching, organizational and group dynamics, paradigm theory, conflict resolution/negotiation skills, effective communication, collaboration, and consultation.

Candidates seeking the Charter School Leadership certificate will be assigned and will work collaboratively with a veteran Charter School Administrator for three terms; summer, fall, and spring, which will consist of a total of 80 hours. Experiences are planned cooperatively by the individual, the site mentor, and university supervisor to provide inclusion of appropriate opportunities to apply skills, knowledge, and research throughout the year-round mentoring experience. The first experience will consist of 20 hours in the summer; with 30 hours during the fall and spring terms, respectively.

Candidates seeking the Charter School Leadership certificate will be assigned and will work collaboratively with a veteran Charter School Administrator for three terms; summer, fall, and spring, which will consist of a total of 80 hours. Experiences are planned cooperatively by the individual, the site mentor, and university supervisor to provide inclusion of appropriate opportunities to apply skills, knowledge, and research throughout the year-round mentoring experience. The first experience will consist of 20 hours in the summer; with 30 hours during the fall and spring terms, respectively.

Candidates seeking the Charter School Leadership certificate will be assigned and will work collaboratively with a veteran Charter School Administrator for three terms; summer, fall, and spring, which will consist of a total of 80 hours. Experiences are planned cooperatively by the individual, the site mentor, and university supervisor to provide inclusion of appropriate opportunities to apply skills, knowledge, and research throughout the year-round mentoring experience. The first experience will consist of 20 hours in the summer; with 30 hours during the fall and spring terms, respectively.

Students in this course will examine models of supervision, professional development, pedagogical theory, and leadership. Students will develop an effective supervision model for a charter school. In addition, relationships and communication with internal and external publics connected to charter schools will be explored.

This course will focus on current research, trends, issues, federal and state initiatives, legislation, and resources related to the development, supervision, and administration of reading programs for Pre-K through adult learners. This course will also include censorship issues, textbook and trade-book adoption practices, assessment procedures, and integration of instructional technology, staff development and effective change strategies.

Students in this course will examine models of supervision, professional development, pedagogical theory, and leadership. Students will develop an effective supervision model for a school. In addition, relationships and communication with internal and external publics will be explored.

This course explores how data based decision making is essential to sound school improvement. Students will explore data systems, technology and resources, and methods of implementation. Students will analyze and evaluate existing plans related to schools needs. Students will examine special needs populations, and diverse student populations and the impact each has on the school climate, culture, and curriculum.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing principal for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. Therefore, for this course, it is expected that the student intern would satisfy approximately 120 hours toward the completion of the required hours. This is the first of three consecutive courses to be taken to complete the Principal Licensure.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing principal for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. Therefore, for this course, it is expected that the student intern would satisfy approximately 80 hours toward the completion of the required hours. Because the Minnesota Administrative License is a K-12 license, student interns are required to have practical experience in each of the three levels: elementary, middle school, and high school. This is the second of three consecutive courses to be completed for the K-12 Principal Licensure. A minimum of 160 hours should be in the area of expertise and/or current teaching background. Eighty (80) hours will be required in each of the other two grade levels.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing principal for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. Therefore, for this course, it is expected that the student intern would satisfy approximately 80 hours toward the completion of the required hours. Because the Minnesota Administrative License is a K-12 license, student interns are required to have practical experience in each of the three levels: elementary, middle school, and high school. A minimum of 160 hours should be in the area of expertise and/or current teaching background. Eighty (80) hours will be required in each of the other two grade levels. Students who fail to demonstrate a level of competence will be put on a growth plan, which will provide specific feedback for remediation and/or changes needed for improvement (see Field Experience Handbook). At the conclusion of the 320 hours, students will conduct an exit portfolio review with the University Supervisor.

Students will explore aspects of leadership through use of questionnaires, leadership assessments, case studies, simulations, and reading. Each student will develop a personal leadership profile and professional development plan. In addition, research teams will explore and present on current issues in education.

In this course students will explore the Minnesota Core Leadership Competencies and the competencies specific to each area of licensure for the Principal, Superintendent, and Special Education Director. Students will also review the national Interstate School Leadership Licensure Consortium (ISLLC) standards, which are aligned with the Minnesota Administrator competencies and which have been adopted by the SMSU Department of Education. Students will learn how an e-portfolio will be developed to demonstrate mastery of those competencies using the LiveText program. Students will participate in leadership skills assessments and evaluations to determine their current levels of competency. Students will develop an individual professional development plan (PDP) based on assessments results.

In this course students will develop and design e-portfolio artifacts which demonstrate growth or mastery of the Minnesota Core Leadership Competencies and the competencies specific to each area of licensure for the Principal, Superintendent, and Special Education Director and the national Interstate School Leadership Licensure Consortium (ISLLC) standards, which are aligned with the Minnesota Administrator competencies. Students will also develop and design portfolio artifacts specific to their own professional development plans.

In this course students will develop and design e-portfolio artifacts which demonstrate growth or mastery of the Minnesota Core Leadership Competencies and the competencies specific to each area of licensure including Principal, Superintendent, and Special Education Director and the national Interstate School Leadership Licensure Consortium (ISLLC) standards, which are aligned with the Minnesota Administrator competencies. Students will also develop and design portfolio artifacts specific to their own professional development plans.

This course is designed to provide an understanding and overview of organization of educational systems, management, and leadership theory. Reflection, experiential activities, case studies, debates, simulations, and field studies will assist the student in developing and building decision-making, communication, and collaboration skills essential for the 21st Century administrator.

This course analyzes and reviews federal and state laws related to education. Legal issues which affect operation of school districts and schools will also be explored. Students will learn about case law, contract law, labor relations, district, and school policies. An overview of special education and related laws, policies, and procedures will be included. Students will be engaged in reflections, case studies, inbox activities, research projects, school policy reviews, and debates.

The instructional leader is responsible for developing a vision of learning and establishing and implementing clear learning goals and assessments through collaboration with teachers and other stakeholders. Students will explore their own leadership skills and develop action plans for growth of self and others. The students will examine the learning climate within the school and use data to develop research-based instructional experiences to meet the needs of all learners.

This course is available to licensed administrators from outside of Minnesota who are seeking to obtain Minnesota administrative licensure as a principal, superintendent, and/or director of special education. Candidates credentials will be evaluated to determine the needed competencies and/or field experiences to gain licensure. This course will be taken to establish a roadmap for the candidate to complete the needed competencies towards licensure requirements. This course can be repeated with the remaining competency levels needed.

The instructional leader is responsible for developing a vision of learning and establishing and implementing clear learning goals and assessments through collaboration with teachers and other stakeholders. Students will explore their own leadership skills and develop action plans for growth of self and others. The students will examine the learning climate within the school and use data to develop research-based instructional experiences to meet the needs of all learners.

This course focuses on fiscal and human resource management. It includes budget allocation, planning, reporting and policies, and laws governing funding at the state, district, and school levels. It will also explore administrative technology applications and funding necessary to provide those resources. Participants will become familiar with a variety of technology applications and the Minnesota UFARS system. In addition, students will explore staffing, recruitment, selection, and termination processes.

This course provides students with a comprehensive overview of organization and management theory that will form the framework for sound organizational and management practices for administration in various academic settings. Emphasis: All academic levels and all C & I areas.

This course will explore principal leadership with an emphasis on developing transformational leaders for 21st Century schools. Participants will learn about the world of the principal and practice and build skills essential for effective leadership. Exploration of topics relating to p-12 leadership will include: school climate, developing a vision and mission, instructional leadership and curriculum, staff motivation and professional development, scheduling and human resource management, communication with students, staff, parents and community, collaborative leadership, extracurricular programs, school safety and the many other hats the principal wears.

In this course students will explore and understand leadership theory and practice at the executive level. Looking beyond management, students will be immersed in the realities of practice and the specific leadership skills that create effective school systems. Practical topics which will be addressed include strategic planning, goal setting, decision making, budgeting, negotiations and collective bargaining, and effective

This course will be a Director of Special Education (SPED) leadership course with an emphasis on developing transformational skills for the 21st century. Students will learn about the world of the Director of SPED and practice building skills to become an effective leader. Topics related to the director will include: special education finance, budgeting and accounting, available resources, monitoring of programs, governance and administration of policy, program development, and organizations that serve students and families with disabilities. This course will also provide a review of the state and federal laws governing Special Education in schools in the United States. It includes the legal cases which shaped todays laws in special education, a historical background of special education, a review of IDEA 2004 and due process, the requirements of NCLB and ESSA and the implications for Special Education students and SPED directors. Federal and state data privacy legislation and legislation relating to paraprofessionals will also be explored.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing director of special education for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the first of three consecutive courses to be completed for the Director of Special Education Licensure. Therefore, for this course, it is expected that the student intern would satisfy 100 hours toward the completion of the required hours.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing director of special education for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the second of three consecutive courses to be completed for the Director of Special Education Licensure. Therefore, for this course, it is expected that the student intern would satisfy approximately 100 hours toward the completion of the required hours.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing director of special education for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the third of three consecutive courses to be completed for the Director of Special Education Licensure. Therefore, for this course, it is expected that the student intern would satisfy approximately 100 hours toward the completion of the required hours.

Qualified candidates for the Ed Specialist degree conduct action research (field study) in their licensure field and write a formal paper that is presented to a faculty review panel for final approval. The paper is organized according to the Action Research Structural Guidelines using the APA format.

This course will assist the graduate student in designing and implementing his or her action research project, the capstone activity for the presentation portfolio. Student projects, completed in ED 699, are intended to investigate professional practical issues or strategies for the purpose of self-improvement and /or improved student learning. This may include a study of his or her own practice, learning environments, and professional standards. Participants will identify a research focus and design, ethical practices, and review related literature. Students will produce the initial chapters of their action research project. The project proposal is committee reviewed and approved.

The purpose of this course is to develop the skills and understanding to lead change in the 21st century schools. In this course students will explore change theory and its application to the school and/or district. Students will review, implement, and evaluate different change processes. Students will also design a comprehensive plan for a new change initiative.

This course will assist the graduate student in completing the action research project, the capstone activity for the graduate program. This is a variable credit option intended for graduate students who have initiated the graduate project and are returning to complete their action research project. Candidates may enroll in up to 6 credits in graduate project. Candidates who have not taken credits in ED 692 should enroll in 699.

This course will provide a study of the state and federal laws governing Special Education in United States Schools. The course will include the Legal cases which shaped todays laws in special education, a historical background of special education, a review of IDEA 2004 and due process, the requirements of NCLB and the implications it has for Special Education students.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing superintendent for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. Therefore, for this course, it is expected that the student intern would satisfy approximately 120 hours toward the completion of the required hours.

Students in this course will examine models of supervision, professional development, pedagogical theory, and leadership. Students will develop an effective supervision model for a school. In addition, relationships and communication with internal and external publics will be explored.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing superintendent for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the second of three consecutive courses to be taken. Therefore, for this course, it is expected that the student intern would satisfy approximately 100 hours toward the completion of the required hours.

To satisfy Minnesota Administrative Licensure requirements, student interns will work directly with a licensed and practicing superintendent for a minimum of 320 hours over the course of two/three semesters, or twelve consecutive months. This is the third of three consecutive courses to be taken. Therefore, for this course, it is expected that the student intern would satisfy approximately 100 hours toward the completion of the required hours. An exit portfolio review will be conducted at the conclusion of the field experience.

This non-credit course will be offered to candidates who elect to earn the Ed Specialist Degree by completing an Action Research Project and a formal paper. Students will study research methods and action research design and will develop and conduct their field study research project in their selected area of administration, Principal, Special Education Director or Superintendent. Students will write a formal research paper following APA action research guidelines. Students will present their research to their graduate committee. A grade of B or higher is required. When completed, the Ed Specialist Degree will be posted on the final transcript and the student will receive the Ed Specialist Degree.

Students demonstrate professional teaching standards through a presentation portfolio that includes completion of the action research project. During this seminar course, the student puts into action and completes his or her project, which was developed in the research design course (ED 690). The data is analyzed, interpreted, and reported. Implications for future action research efforts are identified. The presentation portfolio and research project results are disseminated in a graduate seminar.

This course focuses on examples of Shakespeares best-known tragedies, comedies, histories, and romances. Graduate students will be required to prepare and submit a seminar paper at the conclusion of the course in lieu of the final exam given to undergraduate students. Graduate students will also be tasked with leading and participating more actively in ongoing online discussions.

These courses are advanced studies in topics of special interest. Consult the semester schedule of classes for the selected topic for a given term. Graduate status or Senior status (with permission) required. Up to four credits of any Special Topics may be applied to a graduate degree with permission of the English Department and Graduate Dean.

This course is a survey of the major British writers from the 19th and 20th Centuries. These literary periods are of special interest: The Romantic Period, the Victorian Period, and the Modernist Period. The class examines all the genres but focuses primarily on poetry, drama, and fiction.

This course includes canonical as well as alternative or marginalized U.S. literary texts. The primary, if not exclusive, focus will be on those texts that have emerged out of marginalized literary traditions. Students will be expected to analyze assigned texts in order to explain how they work, but they will also analyze what historical and cultural forces might have led to texts being included, removed, or left out of the canon. Those analyses along with readings of literary criticism about the American literary survey will equip students to identify and challenge the cultural and political biases that often exist in the background of canon formation, undetected.

This course in World Literature covers works from a variety of periods and countries. Selected topics may include different genres of literature from different countries written by members of diverse ethnic groups. Consult the semester class schedule for the selected topic during a given term.

These courses are advanced studies in topics of special interest. Consult the semester schedule of classes for the selected topic for a given term. Graduate status or Senior status (with permission) required. Up to four credits of any Special Topics may be applied to a graduate degree with permission of the English Department and Graduate Dean.

An introduction to mathematical logic. Topics include: Sentential logic, the predicate calculus, the statement calculus and its completeness theorem, first order theories, consistency and completeness, and Godels Theorem. This course meets CECP Guidelines.

Number theory, which is one of the most ancient branches of mathematics and continues to be an active area of research, is the study of integers, the most basic structure of mathematics, and many of their fascinating properties. For example, it has a major recent day application in communications and cryptography. Topics include proof by induction, divisibility, primes, uniqueness of factorization, congruencies, Chinese Remainder Theorem, Cryptography, Pythagorean triples and other Diophantine equations, Pells Equation, primarily testing, factoring methods, primitive roots, perfect numbers, rational versus irrational, and continued fractions, quadratic congruencies, and quadratic reciprocity. The required preparation for this course is an undergraduate major in mathematics or mathematics education.

An extension of the usual material presented in an undergraduate course in Discrete Mathematics. Topics will include: coding theory, Polya enumeration, scheduling and bin packing, and combinatorial games. A current computer software package will be utilized to explore these topics. The required preparation for this course is an undergraduate major in mathematics or mathematics education.

This course is designed to give students both the theoretical and practical aspects of statistics. Topics include probability distributions of discrete and continuous random variables, mathematical expectations, multivariate distributions, correlations, confidence intervals, hypothesis testing, linear regression, and use of technology. The required preparation for this course is an undergraduate course in statistics, and an undergraduate major in mathematics or mathematics education.

A first graduate course in abstract algebra. Topics may include: groups, subgroups, quotient groups, homomorphisms, isomorphisms, group actions, direct and semidirect products, the Sylow theorems, rings, integral domains, fields, field extensions, and Galios Theory. The required preparation for this course is an undergraduate major in Mathematics or Mathematics Education

This course reviews Euclidean, synthetic, analytic, plane and solid geometry, then compares Euclidean geometry to the more recent developments in geometry dealing with non-metric properties. Projective geometry, affine geometry, and topological geometry are used as examples of non-Euclidean systems. The required preparation for this course is an undergraduate major in mathematics or mathematics education.

Topics include: metric spaces, compactness, countability, convergence, continuity, uniform convergence and continuity, differentiation, and integration. The objective of this course is to provide a foundation in the mathematical analysis behind the Calculus. The required preparation for this course is an undergraduate major in Mathematics or Mathematics Education

An extension of the usual material presented in an undergraduate course in Linear Algebra. Topics include vector spaces and linear transformations, algebra of polynomials, invariant subspaces, LU, QR and singular value decompositions, symmetric, positive definite, and Hermitian matrices, inner product spaces, and the spectral theorem. The required preparation for this course is an undergraduate major in mathematics or mathematics education.

A study of more advanced topics in mathematics not normally provided as part of the curriculum.

Advanced interdisciplinary study of Mathematics. Student may use interdisciplinary research involving Mathematics, and/or Statistics, projects, paper review, or other experiences outside the classroom in real world situations as credit for prior learning towards the 18 graduate credits requirement in Mathematics.

This course is designed to provide graduate students the opportunity to apply knowledge, theory, and methods of teaching in a post-secondary educational setting. The course is designed to establish a practicum in teaching opportunity for the graduate student with a faculty member in the Wellness & Human Performance Department providing mentorship.

This course examines the history, philosophies, and the theories of management in recreation and sports. The student will learn the management policies and procedures used in recreational, fitness and sports settings. The student enrolled in PE 578 will research the complexities of the sport industry, demonstrate application of sports management principles and present two graduate level projects in the areas of human resource management and financing the sport enterprise.

The students will gain an understanding of facility development and maintenance. They will learn about the different exterior and interior elements that are needed when developing a facility in the sport, physical education and recreational industries. The students enrolled in PE 584 will research a specialized sport facility, demonstrate application of sports management principles, and present two graduate level projects in the areas of facilities design and facilities operations/management.

This course will develop the students awareness and knowledge of legal liability relating to recreation and sport. The student will be introduced to tort liability, negligence and risk management principles. A practical approach to topics such as waivers, standard of care, safety, security, right to participate, sexual harassment and abuse, and other legal aspects of recreation and sport.

This course will focus on a comprehensive examination of the sport industry with an emphasis on marketing sport. The course will investigate common management and marketing science, the nature of sport as a consumer product and market, sponsorship relationships and consumer behavior. The student enrolled in PE 589 will research the sports marketing elements in the national sports scene. Using the framework of strategic sports marketing the student will design two graduate level projects in this area.

This course includes the development of a personal coaching philosophy regarding social responsibility with an emphasis on ethical conduct, values and sport involvement, and the personal growth of the athlete. Admission to Graduate Education program required.

This course includes the study of research to develop an understanding of the principles and the essential skills needed to engage in research. Admission to Graduate Education program is required.

This course includes the study of the skills, tactics, and strategies used to develop a competitive sport program with an emphasis on practice planning, game preparation, and evaluation. Admission to Graduate Education program required.

This course includes the study of methods of implementing educational principles in the daily operation of a sport program with an emphasis on organization, communication, and instructional strategies. Admission to Graduate Education program required.

This course includes the study of scientifically sound conditioning programs and the effects of various training programs and nutrition on the physical and mental performance of the athlete. Admission to the Graduate Education program is required.

This course includes the study of methods of injury prevention, injury management, and risk management, and the legal responsibilities of the coach. Admission to the Graduate Education program is required.

This course includes an in-depth coaching experience applying a sports coachs knowledge and skills in a hands-on environment. Admission to the Graduate Education program is required.

This course includes the study of administrative duties and procedures of a sport program with an emphasis on budgeting, marketing, event management, and facility operations. Admission to the Graduate Education program is required.

This course includes the study of effective methods of teaching and motivation to enhance sport performance and the athletes overall experience. Admission to the Graduate Education program required.

This course includes the development of a deeper understanding of negligence, legal challenges, operational risks, and methods of documentation in sport. Admission to Graduate Education program required.

This course includes a student-lead capstone project, along with the development of an electronic portfolio of the Coaching Program reflecting the associated National Association of Sport and Physical Education (NASPE) standards. Admission to the Graduate Education program required.

This course includes an in-depth coaching experience applying a sport coachs knowledge and skills in a hands-on environment in a setting beyond that of the Advanced Practicum in Coaching I course and the students current experience level. Admission to Graduate Education program required.

This course is available, with instructor approval, to students qualified to complete graduate level projects.

This course is intended to provide a field experience in integrated special education settings and aid the student in valuing diversity and inclusion. The number of contact hours will be based on the credits taken. This is intended for transfer students who need an introductory field experience or for students taking the special education core and need a one credit companion field experience. This lab may be taken only once for no credit as an undergraduate or twice for one credit (undergraduate or graduate) in different settings.

This course provides the characteristics and educational programming for mild to moderate disabilities, including emotional behavior disorders, learning disabilities, developmental cognitive disabilities, autism spectrum disorders, traumatic brain injuries, and other health disorders.

This course provides strategies for planning assessment, concepts of measurement, interpretation of assessment results, and their use in making programming decisions for individual students in special education.

This course focuses on understanding the medical diseases and disorders of childhood ages birth through 18 and the implications and potential impacts of these diseases and disorders on student learning. This course is designed to provide relevant knowledge and skills needed to work with children with physical and health disorders, including knowledge of medical terminology, human anatomy and physiology, pharmacology, kinesiology, neurology, secondary health care issues with specific disabilities, specific condition needs, managing personal physical care, first aid techniques, and evacuation procedures.

A course in the best practices and procedures in curriculum instruction techniques and performance evaluation for all exceptionalities. Application in the process of individualized programming and modification/accommodation plans in integrated educational settings, use of assistive technologies, and adaptive techniques will be covered.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

A course in theories of behavior, functional behavior assessment, and the laws, policies, and ethical principles regarding the planning and implementation of positive behavior supports for students with challenging behavior.

This course is intended for licensed teachers seeking an additional licensure or endorsement. Candidates need to complete a minimum of 80 hours in the scope and content of the licensure area sought. Advanced Practicum candidate hours and grade bands will be determined by the evaluation of practicum candidate experience.

Supervised 15-week long field experience, required for initial K-12 Special Education: Academic Behavioral Strategist, in Kindergarten - Grade 12 classrooms, evaluated by a classroom supervisor and a University Supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference. Instructor Permission Required.

This course is intended for candidates seeking more than one initial licensure. Candidates need to complete a minimum of two full-time student teaching weeks in the scope and content of the licensure area sought.

An understanding of the issues, resources, and techniques of communication, collaboration, consultation, and transitions for children, their families, the school, and all stakeholders in regular and special education settings. This includes professional reflection and development. The role of mental health professionals and agencies is included.

Procedural safeguards for legal, judicial, medical, and educational systems that serve students with disabilities are studied, which includes due process and transition.

This course will explore in depth the components of Individualized Education Programs (IEPs). Students will gain experience in writing all components of IEPs and as well as evaluate IEPs for compliance and best practice.

This course provides an overview of autism spectrum disorders for individuals from birth through age 21. Identification and legal requirements, current theories and practices, medical and neurological perspectives, social/behavioral characteristics, and coexisting conditions will be studied with an understanding that educators rely on the assistance of an partnership with parents.

This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.

This course is intended to provide elective forums on topics of current importance in the field of special education as well as traditional and longstanding topics and methods in SPED.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Autism Spectrum Disorders. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Developmental Delay. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Emotional Behavioral Disorders. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

Students create a Live Text portfolio to reflect their professional growth and development in Special Education: Learning Disabilities. The portfolio is the accumulation of artifacts and written reflections they have collected throughout the course work taken and practicum experiences they have completed.

This course covers the etiology and characteristics of children and youth with learning and behavior disorders. Included is an investigation of the impact of socioeconomic and psycho-social factors; disabling, associated, or medical conditions, and culturally or linguistically diverse students.

An examination of the best practices and procedures for meeting the developmental and learning needs of children and youth with developmental disabilities, including appropriate medical support and adaptive, augmentative, and/or assistive technologies.

A study of the behavior of children and youth with emphasis on the diagnosis and modification of behaviors, intervention and reintegration strategies, and follow-up techniques in instructional settings.

This course covers the etiology and characteristics of children and youth with Moderate to Severe Learning Disabilities. Included is an investigation of the impact of socioeconomic and psycho-social factors; disabling, associated, or medical conditions, and culturally or linguistically diverse students and the collaboration needed for student success.

Students will learn and apply education research and assessment as a means of analyzing and improving teaching and the learning of content. Students will use their findings to enhance the scholarship of teaching and learning.

Students identify an issue of interest to their professional development. The issue may include, but is not limited to, instructional, organizational, or community processes related to their practice or content area. Students develop a research project designed to improve, implement or understand the issue identified. Admission to Special Education Graduate Program is required.

Students implement and complete their research project

A study of the cognitive, social, motor, communication, and affective behavior and needs of children, youth, and adults with moderate to severe developmental disabilities, including transition needs and independent living, safety, leisure, and vocational programming.

Current research and recommended practices for early intervention will guide the study of the methods and materials employed with infants and young children, birth through age 6.

A study of the behavior of children and youth with emphasis on the diagnosis and modification of behaviors, intervention and reintegration strategies, and follow-up techniques in instructional settings.

A study of the theories, content, methods, and materials for delivery of instruction for students with learning disabilities and differences. Procedures to deliver individualized instruction, develop and/or modify instructional materials, and adapt to various instructional models are developed and practiced.

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the ASD standards through a variety of early and ongoing clinical experiences in teaching children with autism spectrum disorders in birth through age 21 settings across level 1 to 3 (mild to moderate disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the EBD standards through a variety of early and ongoing clinical experiences in teaching children with emotional/behavioral disorders in grades K-12 settings across level 1 to 3 (mild to moderate disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the LD standards through a variety of early and ongoing clinical experiences in teaching children with learning disabilities in grades K-12 settings across levels 1 to 3 (mild to moderate disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the ASD standards through a variety of early and ongoing clinical experiences in teaching children with autism spectrum disorders in birth through age 21 settings across levels 3 to 4 3 (moderate to severe disability levels).Students must be enrolled in or have successfully completed one of the following courses: SPED 686, SPED 687, or SPED 688

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the DD standards through a variety of early and ongoing clinical experiences in teaching children with developmental disabilities in grades K-12 settings across levels 3 to 4 (moderate to severe disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the EBD standards through a variety of early and ongoing clinical experiences in teaching children with emotional/behavioral disorders in grades K-12 settings across levels 3 to 4 (moderate to severe disability levels).

A supervised field experience and critical study combined to provide an opportunity to relate theory to practice and apply the LD standards through a variety of early and ongoing clinical experiences in teaching children with learning disabilities in grades K-12 settings across levels 3 to 4 (moderate to severe disability levels).

This course covers assessment, eligibility criterion, programming, and transition plans for individuals with ASD. Generalization of skills to natural environments is included.

This course covers the communication needs and supports for individuals with ASD and their relationship to social skill development. The impact of cultural and linguistic diversity is included.

This course covers factors that affect behavior in individuals with ASD. This includes research-based methods, proactive strategies, and positive behavioral supports. Includes a field experience.

This course is designed to introduce TESL teacher candidates to fundamental theories in the field of teaching ESL. The course builds a foundation of understanding of English learners and topics impacting the academic experiences of language minority students in the United States. TESL teacher candidates will participate in a 15 hour lab field experience with focus on culturally and linguistically diverse learners. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide an overview of second language acquisition, focusing on communication, pattern, and variability. Through research and practical applications, TESL teacher candidates will develop an understanding of native language acquisition and second language acquisition as well as the impact on the academic setting for ELs, including linguistic, cognitive, social, and affective factors. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to focus on assessment of English learners across all content areas. TESL teacher candidates will research, develop, and implement effective assessments for ELs to determine language proficiency as well as academic competency. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to focus on literacy skills: listening, speaking, reading, writing, viewing, and visually representing with an emphasis on linguistics. TESL teacher candidates will consider first and second language acquisition as well as linguistics in efforts to improve the literacy process for ELs. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide TESL teacher candidates opportunities to create, implement, and reflect on the teaching and learning process regarding the integration of content and language instruction. Teacher candidates will consider best practices in the field of ESL including strategies and methods based on evidence. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This course is designed to provide TESL teacher candidates with opportunities to focus on standards and principles of ESL while considering community partnerships and involvement of ESL stakeholders. This course has a community component, which requires experiences outside the class; teacher candidates develop and implement a plan of action to demonstrate planning, commitment, and involvement with ESL stakeholders. The required preparation includes two years of HS foreign language or one year of foreign language in a post-secondary setting.

This practicum is the capstone of the MN K-12 Teacher of ESL Licensure program. Placements will focus on the elementary, middle, and secondary levels. TESL teacher candidates must complete licensure coursework before enrolling in the TESL Practicum. This should be the final term of the TESL teacher candidates program. Approval by instructor required. Course may be concurrently taken with ED 433/533 Assessment in TESL.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their Pre-Student Teaching Experience.

This required course will help the teacher education student begin a plan for professional development. A portfolio will be an ongoing project for the course, as well as discussions and activities related to preparing for the teaching profession. Students taking the course will complete their pre-student teaching experience.

Supervised capstone clinical experience for K-12 ESL licensure evaluated by a classroom supervisor and an University supervisor and meeting program approved licensure requirements. Candidates demonstrate Teacher Education program outcomes and present a portfolio at a final conference.