Education
- Department Office: IL 229
- Phone Number: 507-537-7115
- Website: https://www.smsu.edu/academics/programs/education/
SMSU Education Department Mission and Vision
Mission
The mission of the Professional Education program at Southwest Minnesota State University is to create inclusive communities of practice where each learner is an active participant in the investigation of learning, teaching, and leadership processes. Teachers and learners will engage in educational theory, research, inquiry, critical reflection, and application in pursuit of excellence in a culturally responsive education.
Vision
Inclusive communities of practice investigating learning and teaching.
Communities of Practice Investigating Learning and Teaching
Each student admitted to Teacher Education receives a Teacher Education Program Orientation Guide, which identifies outcomes of the program and describes the research base for the conceptual framework, “Communities of Practice Investigating Learning and Teaching.” The orientation guide is available online on the Education Department page.
Deeann Griebel Student Success Center
Within the Deeann Griebel Student Success Center is a curriculum library and other material which directly supports the Teacher Education Program. It is located on the second floor of the Individualized Learning Building.
Graduate Courses in Education
Please see subsections entitled, “Education: Graduate” and “Education: Special Education.”
Physical Education in Education
Please see subsection entitled, "Physical Education"
Note: Students must complete a minimum of 120 credits in order to graduate with a Bachelor's degree.
About the Education Program & Applying to the Education Program
Programs Offered
The Education Department offers Bachelor of Science degrees in Early Childhood Education (Birth-3). Early Childhood Education is offered on campus and in off-campus 2+2 distance learning programs. The Department also offers Elementary Education with an optional endorsement in pre-primary education or in grades 5-8 (Communication Arts/Literature, Mathematics, Science, Social Science, World Languages & Cultures/Spanish). A non-licensure minor in Special Education is also available. Secondary candidates earn a Bachelor of Science degree through their content area departments. Education courses are offered in sequence. Core classes are completed in the freshman and sophomore years. Upper level courses are taken in the junior and senior years after admission to the Teacher Education Program.
Teacher Licensure Programs
The Education Department provides teacher licensure programs in a variety of areas. Grades K-12 licensure combinations are available in Early Childhood Special Education, Music (Vocal or Instrumental), Physical Education, Special Education-Academic Behavioral Specialist, Teaching English as a Second Language, and Visual Arts. Grades 5-12 secondary licensure is available in Agricultural Education, Communication Arts/Literature + Speech, Communication Arts/Literature + English, Mathematics, and Social Science. Grades 5-8 licensure is available in General Science. Grades 9-12 licensure is available in Biology and Chemistry. (See later note in this catalog on Education Program changes to meet new licensure requirements.) Licensure in Special Education in the following specialties is available through our graduate program: Developmental Disabilities (DD); Early Childhood Special Education (ECSE); Emotional Behavioral Disorders (EBD); and Learning Disabilities (LD). Licensure in DAPE (Developmentally Adaptive Physical Education) is available through the DAPE minor. For more information see the Wellness & Human Performance section.
Certificate Programs
The Education Department offers a 12-credit Autism certificate program.
Program Changes to Meet New Licensure Requirements
The teacher licensure requirements are subject to change without notice to accommodate the requirements of licensure and accrediting agencies. These changes may be applied to teacher candidates currently enrolled in the program. Teacher Candidates seeking a teaching license must complete a program approved by the Minnesota Professional Educator Licensing and Standards Board; the University will then recommend that an appropriate license be issued. Students interested in Teacher Education should ask for updated information in the School of Education Office.
Applying to the Teacher Education Programs
For information on applying to the SMSU Teacher Education Program, see the School of Education webpage.
See the School of Education Contact Information page for more details.
Early Childhood Special Education
ECSE 422 ECSE Foundations Credits: 3
Foundations in the field of early childhood special education. This includes history, philosophical perspectives, characteristics, policy, and collaboration.
Spring: Even Years
Course Outline
ECSE 432 Infants, Toddlers, & Families in ECSE & Lab Credits: 3
Current research and recommended practices for early intervention will guide the study of methods, materials, and transitions employed in natural environments with typically and atypically developing infants and toddlers, birth through 35 months. The key role of the family is integrated into the course and includes working with families in the IFSP/IEP development process. This course involves a 15-hour field experience.
Fall: Even Years
Course Outline
ECSE 441 Assessment and Curriculum in Early Childhood Special Education & Lab Credits: 4
This course is designed to provide individuals seeking the early childhood special educator license with an opportunity to integrate and reflect on theory and practice related to the evaluation, planning, and supporting preschoolers (ages birth through 6) with diverse abilities. Specifically, individuals will have opportunities to learn various assessment strategies and tools, practice implementing a comprehensive evaluation, develop an Individualized Education Plan (IEP), and design individual, small and large group activities to meet a childs IEP goals in an inclusive early childhood setting. This course includes 30-hours field experience in an integrated public school Early Childhood Special Education setting ages birth through age 6.
Fall: Even Years
Course Outline
ECSE 442 Programming for ECSE Credits: 3
A study of current research and evidence-based practices for instructional, medical, and social needs of infants, toddlers, preschoolers, and primary students, ages birth through 6, and their families.
Summer Even Years
Course Outline
ECSE 452 Transitions in ECSE Credits: 2
This course will prepare the candidate for assessment, the educational process, and transitions for young children with special needs. Topics include collaboration with families to determine appropriate individualized planning and placements of young children birth through age 6.
Spring: Even Years
Course Outline
ECSE 459 Professional Development & Action Research Credits: 1
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.
Pre-Requisite : ED 458
Spring: All Years
Course Outline
ECSE 459L Pre-Student Teaching Experience Credits: 0-1
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.
Spring: All Years
Course Outline
ECSE 462 Student Teaching in ECSE Credits: 12
A supervised student teaching experience providing an opportunity to relate theory to practice in a home- and center-based educational setting for infants/toddlers/preschoolers birth through age 6.
Fall: All Years Spring: All Years
Course Outline
ECSE 467 Advanced Student Teaching in Early Childhood Special Education Credits: 6
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ECSE 482 Advanced Practicum Credits: 6
A supervised field experience and critical study combined to provide an opportunity to relate theory to practice in home-based and center-based educational settings for children identified as ECSE between the ages of birth and 6 years old. Candidates will have a minimum of 40 hours in a home-based setting, and the remaining hours in a center-based setting.
Fall: All Years Spring: All Years Summer All Years
Course Outline
Education
ED 101 Introduction to Education and LAB Credits: 3
ED 101 is an introduction to early childhood, elementary, and secondary education specifically for students interested in teaching. Students will explore their potential for teaching in light of the admission criteria and licensure requirements. This course includes the study of historical and social foundations of education, and topics such as inquiry in the teaching and learning process; schools in a multicultural and diverse society; the profession of teaching; principles of cooperative group learning; and cultural differences, communication, and stereotyping. Course requires a 20-hour field experience.
Fall: All Years Spring: All Years Summer Department Discretion
Course Outline
ED 102 Educational Technology Credits: 2
The focus of this course is educational uses of technology. Students will explore computer applications as tools for their own learning, as well as the ethics of electronic communications and the exploration of emergent technologies.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 200 Introduction to Education Lab Credits: 1
ED 200 provides a field experience for early childhood, elementary, and secondary education students interested in the teaching profession. It is intended for students who need an introductory field experience. The lab involves a minimum of 15 hours assisting in a classroom.
Fall: All Years Spring: All Years
Course Outline
ED 251 Child and Adolescent Growth and Development Credits: 3
This is an introductory study of child growth and development from conception through adolescence with a concentration on the physical, cognitive, and social-emotional domains of development. Emphasis areas of the course include: historical foundations and theories associated with the study of child development, the research process, the implications of teaching and learning, student diversity and pertinent topics associated with the possible effect of environment and behavior on prenatal development through adolescence.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 275 Foundations: Parent-Child Relationships Credits: 2
Exploration of parent-child relationships within diverse family and cultural settings. Examination of parenting styles, attitudes, and behaviors and their effects on childrens development.
Fall: All Years Spring: All Years
Course Outline
ED 286 Special Topics in Education Credits: 1-4
This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.
Course Outline
ED 296 Workshop in Education Credits: 0-4
Special workshops created and designed according to the needs of the participants. Offered in different formats and time spans.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 300L Pre-Student Teaching Experience for Multiple Licensures Credits: 1
This course is intended to provide a field experience for teacher candidates who are double majoring and need to complete two Pre-Student Teaching Experiences in different placements. Students taking this course will complete an additional Pre-Student Teaching Experience for 5 full days.
Fall: All Years Spring: All Years Summer Department Discretion
Course Outline
ED 301 The Teaching & Learning Process & Lab Credits: 3
This required course for all secondary (5-12/K-12) licensure students addresses instructional strategies and assessment, diversity and exceptionality, classroom management, and home-school-community relationships. Students plan for and teach in clinical settings at nearby secondary schools.
Fall: All Years
Course Outline
ED 301L The Teaching & Learning Process Lab Credits: 0
This required course for all secondary (5-12/K-12) licensure students addresses instructional strategies and assessment, diversity and exceptionality, classroom management, and home-school-community relationships. Students plan and teach in clinical settings at nearby secondary schools.
Fall: All Years
Course Outline
ED 304 Pre-Student Teaching Experience for Secondary Educators Credits: 3
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 discussion and activities related to preparing for the teaching profession. Students taking this course complete a practice EdTPA and complete their Pre-Student teaching for 10 full days. This course aligns with the Minnesota Standards of Effective Practice.
Pre-Requisite : ED 301
Spring: All Years
Course Outline
ED 304L Pre-Student Teaching Experience Practicum Credits: 0-1
This required lab will provide guidance to teacher candidates as they complete 10 full days of Pre-Student Teaching Experience (PSTE) and Education Teacher Performance Assessment (edTPA) requirements. Students will be required to actively participate in a school setting by teaching lessons and engaging in day-to-day functions of the classroom. Additionally students will complete Tasks 1, 2, and 3 of edTPA.
Spring: All Years
Course Outline
ED 312 Human Relations and Diversity in Education Credits: 3
ED 312 Human Relations and Diversity in Education covers concepts and ideas that enable students to recognize and identify oppression, discrimination, and racism, along with learning techniques for building a community of teachers and learners in a pluralistic society with its great variety of cultures, value systems, and lifestyles. This course includes the study of diverse groups¿ language, history, government, and culture.Through inquiry-based learning, students will critically examine bias, discrimination, and prejudice, focusing on their impact within educational settings. The course emphasizes culturally responsive teaching practices, equity in education, and fostering inclusive classroom environments that support diverse learners. Students will explore effective communication strategies for engaging with families from various cultural backgrounds, including school-to-home connections and community involvement.Course assignments include a DEI Textual Analysis Presentation, a Multicultural Research and Presentation Project, and a Culturally Responsive Lesson Plan, all of which assess students¿ ability to apply human relations principles to teaching. Additionally, students will complete a Teacher Interview Assignment, engage in lesson planning that integrates diverse perspectives, and participate in reflective writing assignments that analyze best practices in human relations for educators.Assessments align with the Minnesota Standards of Effective Practice (MN-SEPT) and require students to demonstrate competency in areas such as cultural and community diversity, contributions and lifestyles, bias awareness, and American Indian education. The course also emphasizes professional responsibility, ethical teaching practices, and self-reflection
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 315 Play & Creative Activities & Lab Credits: 3
Emphasis will be on constructivist approaches to hands-on creative activities, expressive arts, and discovery learning for young children that is inclusive. Facilitating childrens development through planning implementing, and evaluating learning experiences in the visual arts, music, movement, dance, and dramatic play will be the heart of this integrated curriculum course. A lab experience is included.
Fall: All Years
Course Outline
ED 330 Curriculum, Methods, & Assessments in Early Childhood & Lab Credits: 3
The course focuses on various developmentally appropriate and best curricula in the field of early childhood education in which instructional strategies, theories of curriculum development, and integrated curriculum for traditional/thematic types, to newer experimental and/or research-based models are explored. Approaches to anti-bias curriculum and inclusion of all children will be studied. A lab experience is included.
Pre-Requisite : ED 315
Spring: All Years
Course Outline
ED 331 Infants and Toddlers Credits: 3
This course develops a framework for establishing and maintaining high quality programs for infants and toddlers and their families. Students will develop techniques for care giving, facilitating learning, and assessment that are developmentally appropriate and culturally sensitive. Attention to infants and toddlers with special needs is included.
Fall: All Years
Course Outline
ED 400 Foundations of Literacy & Literature Credits: 2
This course explores the foundations of literacy with focus on the role of language and culture in language development. With emphasis on the pillars of effective reading instruction, candidates will consider structured, evidenced-based instructional strategies and modifications to support literacy and language development for diverse learners. Course includes an in-depth study of genres, authors, story elements, teaching strategies, and assessments of the literature of children and young adolescents with an emphasis on diversity and a focus on learners in early childhood, elementary, special education, early childhood special education, and multilingual learners.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 401 Childrens & Young Adolescents Literature Credits: 2
This course includes an in-depth study of genres, authors, story elements, teaching strategies, and assessments of childrens and young adolescents literature with an emphasis on diversity and a focus on learners in early childhood, elementary, special education, early childhood special education, and multilingual learners.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 402 Early Literacy and Linguistics & LAB Credits: 3
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 course 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.
Pre-Requisite : ED 400
Fall: All Years Spring: All Years
Course Outline
ED 403 English Language Arts Methods & LAB Credits: 2-3
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 404 Literacy Methods & LAB Credits: 3
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 K-6.
Pre-Requisite : ED 402
Fall: All Years Spring: All Years
Course Outline
ED 405 Secondary Methods: Language Arts Credits: 3
Study of rationale, curriculum, and special methods relevant to teaching language arts to diverse students, grades 5-12. Five classroom visits are included in the course.
Fall: Even Years
Course Outline
ED 406 Secondary Methods: Mathematics Credits: 3
Study of rationale, curriculum, and special methods relevant to teaching mathematics to diverse students, grades 5-12. Five classroom visits are included in the course.
Spring: Odd Years
Course Outline
ED 407 Secondary Methods: Science Credits: 3
Study of rationale, curriculum, and special methods relevant to teaching science to diverse students, grades 5-12. Five classroom visits are included in the course.
Spring: Even Years
Course Outline
ED 408 Secondary Methods: Social Science Credits: 3
Study of rationale, curriculum, and special methods relevant to teaching the social sciences to diverse students, grades 5-12. Five classroom visits are included in the course.
Fall: Odd Years
Course Outline
ED 409 K-12 Methods: World Languages & Cultures in Spanish Credits: 4
Learners will investigate language as a system, first and second language acquisition theory, developmental and cultural considerations, child/adolescent literature, curriculum/lesson development, standards-based assessment practices, and teaching/learning strategies (including technological) for diverse students. Spanish vocabulary related to the course content will be included. The learners will develop thematic/integrated teaching materials and practice using them to teach Spanish (listening, speaking, reading and writing skills and cultural understandings) in school settings. The course will be taught with a combination of online and on-site experiences.
Course Outline
ED 410 Secondary Methods: Business Credits: 3
This course includes the study of pedagogy, standards, teaching strategies, and assessments for teaching business in grades 9-12. Topics include business organization and management, sales and marketing, finance, and business information systems.
Fall: Department Discretion Spring: Even Years
Course Outline
ED 411 Middle Level Methods: Communication Arts/Literature & LAB Credits: 2
Study of rationale, curriculum, and special methods relevant to teaching communication arts/literature to diverse students, grades 5-8. A field experience is required with this course. Admission to the Teacher Education Program required.
Fall: Even Years
Course Outline
ED 412 Middle Level Methods: Mathematics & LAB Credits: 2
Study of rationale, curriculum, and special methods relevant to teaching mathematics to diverse students, grades 5-8. A field experience is required with this course. Admission to the Teacher Education Program required.
Spring: All Years
Course Outline
ED 413 Middle Level Methods: Science & LAB Credits: 2
Study of rationale, curriculum, and special methods relevant to teaching science to diverse students, grades 5-8. A field experience is required with this course. Admission to Teacher Education Program required.
Spring: Even Years
Course Outline
ED 414 Middle Level Methods: Social Studies & LAB Credits: 2
Study of rationale, curriculum, and special methods relevant to teaching social studies to diverse students, grades 5-8. A field experience is required with this course. Admission to the Teacher Education Program required.
Fall: Odd Years
Course Outline
ED 415 K-8 Methods: World Languages and Cultures-Spanish Credits: 2
Learners will investigate language as a system, first and second language acquisition theory, developmental and cultural considerations, child/adolescent literature, curriculum/lesson development, standards-based assessment practices, and teaching/learning strategies (including technological) for diverse students. Spanish vocabulary related to the course content will be included. The learners will develop thematic/integrated teaching materials and practice using them to teach Spanish (listening, speaking, reading and writing skills and cultural understandings) in school settings. Required preparation: at least one Spanish course at the 300 level, Admission to Teacher Education program.
Spring: Department Discretion
Course Outline
ED 418 Kindergarten Methods & LAB Credits: 3
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.
Pre-Requisite : ED 101 OR EDFN 201
Fall: All Years Spring: All Years
Course Outline
ED 422 Pre-Student Teaching Experience Credits: 1
Must be successfully completed by elementary, secondary, and K-12 Education candidates prior to student teaching. Goals include practicing knowledge, skills, and dispositions that support learning by P-12 students in a classroom setting, and assessing readiness for student teaching. A minimum of 10 days is required. Prerequisites: No Fs or IPs on transcript; completion of appropriate methods courses; 2.8 GPA in Education and specialty courses; grade of C or higher in all Education and specialty courses.
Course Outline
ED 423 Effective Learning Environments for Classroom Management Credits: 3
Provide education teacher candidates 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 interpersonal 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 P-6 diverse learners. Teacher candidates integrate strategies within an existing lab setting to collaboratively plan and deliver content and skill objectives.
Fall: All Years Spring: All Years
Course Outline
ED 424 Elementary Mathematics Methods & Lab Credits: 3
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.
Fall: All Years
Course Outline
ED 425 Elementary Science Methods & LAB Credits: 3
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.
Spring: All Years
Course Outline
ED 426 Elementary Social Studies Methods Credits: 3
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.
Fall: All Years Spring: All Years
Course Outline
ED 427 Mathematics for Educators II Credits: 2
This course focuses on the central concepts and tools of inquiry for effective standards-based teaching and learning of mathematics for grades 4 to grade 6. The course will address concept development, skill attainment, problem-solving, lesson planning, assessment procedures, and strategies for accommodating multiple learning styles.
Pre-Requisite : ED 424
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 430 Reading in the Content Areas Credits: 2
This course provides a study of methods for developing reading comprehension, strategies, and study skills for the acquisition of new content in a given discipline.
Spring: All Years
Course Outline
ED 435 Media Production for Training and Learning Credits: 3
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.
Course Outline
ED 438 Environmental Education Strategies Credits: 3
This non-licensure course is designed for individuals planning to teach environmental education in a variety of settings. Interdisciplinary issues explored include history and trends in environmental education; goals of environmental literacy, sustainability, advocacy, and education; and research-based best practices of environmental education. The course includes practicum and lab sessions implementing course understandings into experiential learning. This course is designed for individuals who are planning on teaching in the field of environmental education in formal classroom settings and interpretive settings, such as environmental learning centers. The course is informed by relevant philosophical, psychological, cultural, and political-economic frameworks, in addition to critical issues in public education policy and practice and will present academic language associated with environmental or outdoor education, historical antecedents, theories of learning, and benefits of environmental education. Some of the interdisciplinary issues and approaches that will be explored are the goals of environmental literacy and sustainability, the dichotomy of advocacy versus education, the connections between historical perspectives and current trends, and research-based best practices of environmental education. The relationship between the two types of environmental education settings will also be explored, including collaboration, and students will be designing, teaching, and implementing environmental education curriculum or experiences based on the North American Association for Environmental Education, Guidelines for Excellence K-12 Environmental Education: For educators, administrators, policy makers, and the public. This course will include a practic
Fall: All Years
Course Outline
ED 446 Inclusive Literacy Practices, Issues, & Research Credits: 3
This course develops literacy knowledge, strategies, and interventions in planning and teaching reading with focus on phonemic awareness, phonics, vocabulary, fluency, comprehension, writing, and oral language development in grades K-8 in the context of evidence-based practices, issues, research, and the professional reading standards.
Summer All Years
Course Outline
ED 447 Teaching of Literacy Credits: 3
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.
Summer All Years
Course Outline
ED 450 Reading Assessment & Evaluation Credits: 3
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.
Pre-Requisite : ED 402
Spring: All Years
Course Outline
ED 451 K-12 Literacy Practicum Credits: 3
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.
Pre-Requisite : ED 402
Spring: All Years
Course Outline
ED 453 Assessment in Education Credits: 2
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.
Fall: All Years Spring: All Years
Course Outline
ED 455 Leadership and Advocacy in Early Childhood Credits: 1
This course focuses on the exploration, discussion, and critical analysis of contemporary issues regarding children, families, and early childhood programming. Areas will include advocacy; understanding legislation, rules, and regulations; child abuse; parenting roles; and professionalism.
Spring: All Years Summer All Years
Course Outline
ED 456 Early Childhood Education Program Leadership Experience Credits: 2
Candidates will complete a supervised field experience under the direction of a qualified, licensed director in an agency that serves young children and their families. Candidates will have opportunities to understand the infrastructure of the Early Childhood field and to demonstrate professional and ethical behaviors.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 458 Pre-Student Teaching Experience Credits: 3
This course will help the teacher candidate 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. Candidates taking this course will complete their Pre-Student Teaching Experience for 10 full days.
Fall: All Years Spring: All Years
Course Outline
ED 459 Professional Development & Action Research Credits: 1
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.
Pre-Requisite : ED 458
Spring: All Years
Course Outline
ED 459L Pre-Student Teaching Experience Credits: 0-1
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.
Spring: All Years
Course Outline
ED 460 Student Teaching in a Residency Program I Credits: 6
A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and a university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.
Fall: All Years Spring: All Years
Course Outline
ED 461 Educational Studies Practicum Credits: 3-12
Students will complete an extended supervised field experience in an organized setting serving children ages Birth - 18. Course is repeatable up to 12 credits.
Fall: All Years Spring: All Years
Course Outline
ED 462 Student Teaching: Early Childhood Education Credits: 12
A supervised semester-long field experience evaluated by a classroom supervisor and a University supervisor, in Birth-Grade 3 classrooms, required for ECE licensure fields. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.
Fall: All Years Spring: All Years Summer Department Discretion
Course Outline
ED 463 Student Teaching: Elementary Education Credits: 12
A supervised 12-week minimum student teaching experience in the scope and content of licensure area sought evaluated by a Cooperating Teacher and a University Supervisor. Candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.
Fall: All Years Spring: All Years Summer Department Discretion
Course Outline
ED 464 Student Teaching: K - Grade 8 Credits: 12
Supervised, semester-long field experience in K-Grade 8 classrooms, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.
Fall: All Years Spring: All Years
Course Outline
ED 465 Student Teaching: Varied Placement Credits: 12
Enrollment is restricted to student teaching in Common Market or UTEP, or to double majors. Students demonstrate Teacher Education program outcomes and present a portfolio at a final conference.
Fall: All Years Spring: All Years
Course Outline
ED 466 Student Teaching: Secondary or K-12 Education Credits: 12
A supervised 12-week minimum student teaching experience in the scope and content of licensure area sought evaluated by a Cooperating Teacher and a University Supervisor. Candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.
Fall: All Years Spring: All Years Summer Department Discretion
Course Outline
ED 467 Advanced Student Teaching Credits: 6
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.
Fall: All Years Spring: All Years Summer Department Discretion
Course Outline
ED 468 Advanced Practicum Credits: 6
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 469 Student Teaching:Grade 5 - 12 Credits: 12
Supervised semester-long field experience in Grade 5-12 classrooms, required for 5-12 licensure fields, evaluated by a classroom supervisor and a University supervisor. Students demonstrate Teacher Education program outcomes and present a portfolio presented at a final conference.
Fall: All Years Spring: All Years
Course Outline
ED 470 Student Teaching in a Residency Program II Credits: 6
A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and an university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.
Fall: All Years Spring: All Years
Course Outline
ED 471 Global Student Teaching at SMSU & Seminar Credits: 1-12
Supervised global student teaching field experience, required for education licensure fields, 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. Admission to Teacher Education Program is required.
Fall: All Years Spring: All Years
Course Outline
ED 472 Extended Student Teaching Credits: 6-12
This extended student teaching experience will allow teacher candidates further experience in student teaching to demonstrate proficiency in preparation for licensure with the implementation of the edTPA - Teacher Performance Assessment. Special Permission Required.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 473 Teacher Licensure Credits: 0
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.
Fall: All Years Spring: All Years
Course Outline
ED 477 Working with At-Risk Youth Credits: 3
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.
Course Outline
ED 478 Coordination of Services for At-Risk Youth Credits: 3
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.
Course Outline
ED 481 Best Practices in Hybrid Teaching Credits: 3
In this course, students will explore how to effectively use blended instruction, both in-person and online, to design instruction, implement, and assess.
Fall: Odd Years
Course Outline
ED 482 Best Practices in Online Teaching Credits: 3
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.
Course Outline
ED 483 Teaching with Technology Credits: 3
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.
Course Outline
ED 484 Collaborative Technology in the Learning & Industry Environments Credits: 3
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.
Summer Department Discretion
Course Outline
ED 486 Special Topics Credits: 1-2
This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.
Course Outline
ED 488 Assistantship Credits: 1-3
Tutoring of other students in the Learning Center, assisting Education Department instructors in the development of competencies or completing projects related to the students interest.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 494 Independent Study Credits: 1-3
This course allows students to do an in-depth, independent study exploration for a better understanding of a particular area of education.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 495 Education in a Global Society Credits: 3
Education in a Global Society will focus on education systems around the world, making comparisons to education in the United States. This course promotes opportunities beyond the classroom, providing university students with an opportunity to visit another country and culture while enhancing their critical and creative thinking. University students will research the destination community before venturing there to teach in a K-12 school as well as prepare and implement a community service project in effort to be a concerned and active global citizen.
Pre-Requisite : ED 101 OR EDFN 201
Course Outline
ED 496 Student Teaching in SWTTP Elementary Education Program I Credits: 6
Supervised semester-long field experience, required for licensure in Elementary Education in Kindergarten-Grade 6 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.
Fall: All Years
Course Outline
ED 497 Student Teaching in SWTTP Elementary Education Program II Credits: 6
Supervised semester-long field experience, required for licensure in Elementary Education in Kindergarten-Grade 6 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.
Spring: All Years
Course Outline
ED 499 Internship - Field Experience - Field Study Credits: 1-12
Field experience designed by the requesting student and the faculty member who has agreed to help structure and supervise the experience.
Fall: All Years Spring: All Years Summer All Years
Course Outline
Special Education
SPED 200 Introduction to Special Needs Lab Credits: 1
This course is intended to provide a field experience in integrated special education settings and aid the student in valuing diversity and inclusion. This is intended for transfer students who need an introductory field experience. This is equivalent to the SPED 290 lab, which is 15 hours.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
SPED 286 Special Topics Credits: 1-4
A study of more advanced topics in special education not normally provided as part of the curriculum.
Course Outline
SPED 290 Introduction to Special Needs and Lab Credits: 3
This course provides information on the various exceptionalities and facilitates understanding of the basic special needs education services provided to children with disabilities, and includes gifted and talented. Topics include federal and state mandates, planning with parents, team approaches, teaching methodologies, and curriculum modifications and adaptations. A portfolio, reflective journal, and field experience will assist students in valuing diversity and inclusion.
Fall: All Years Spring: All Years
Course Outline
SPED 400 Field Experience in Special Education Credits: 0-2
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.
Fall: All Years Spring: All Years
Course Outline
SPED 423 Positive Classroom & Behavior Mgmt Strategies for SPED Classroom & Lab Credits: 3
The Positive Classroom and Behavior Management Strategies for the Special Education Classroom course will focus on specific classroom management styles congruent with inclusive and culturally responsive classrooms. It will also focus on learning strategies to effectively manage and teach students who exhibit high behavioral needs in a proactive, positive manner. . Teacher candidates cooperatively plan and teach content and skill objectives during a field experience/lab in a birth - age 21 setting with diverse learners.
Spring: All Years
Course Outline
SPED 430 Foundations in Mild to Moderate Disabilities Credits: 3
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.
Pre-Requisite : SPED 290 OR EDSP 290 and sophomore status.
Fall: All Years Spring: All Years
Course Outline
SPED 440 Assessment & Educational Planning & Lab Credits: 4
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.
Pre-Requisite : SPED 290 OR EDSP 290 and junior status.
Fall: All Years Spring: All Years
Course Outline
SPED 443 Diseases and Disorders in Childhood Credits: 3
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.
Pre-Requisite : SPED 290 OR EDSP 290
Fall: Department Discretion Spring: Department Discretion
Course Outline
SPED 450 Curriculum Design & Implementation in Special Education Credits: 3
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.
Pre-Requisite : SPED 290 OR EDSP 290 and sophomore status.
Fall: All Years Spring: All Years
Course Outline
SPED 458 Pre-Student Teaching Experience Credits: 3
This course will help the teacher candidate 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. Candidates taking this course will complete their Pre-Student Teaching Experience for 10 full days.
Fall: All Years Spring: All Years
Course Outline
SPED 459 Professional Development & Action Research Credits: 1
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.
Pre-Requisite : ED 458
Spring: All Years
Course Outline
SPED 459L Pre-Student Teaching Experience Credits: 0-1
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.
Spring: All Years
Course Outline
SPED 460 Positive Behavior Support in Special Education Credits: 3
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.
Pre-Requisite : SPED 290 OR EDSP 290 and sophomore status.
Fall: All Years Spring: All Years
Course Outline
SPED 465 Advanced Practicum Credits: 6
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 466 Student Teaching K-12 Special Education Credits: 12
Supervised semester long field experience, required for K-12 Special Education licensure fields, 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. Admission to Teacher Education program required.
Fall: All Years Spring: All Years
Course Outline
SPED 467 Advanced Student Teaching in Special Education Credits: 6
This course is intended for students who are not yet licensed but who are completing the requirements for a second or third, etc., licensure field. Additional weeks of supervised practice teaching in the area of Special Education in an elementary and/or secondary school setting.
Fall: All Years Spring: All Years
Course Outline
SPED 468 Student Teaching in a Special Education Residency Program I Credits: 6
A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and a university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.
Fall: All Years Spring: All Years
Course Outline
SPED 469 Student Teaching in a Special Education Residency Program II Credits: 6
A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and a university supervisor, Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.
Fall: All Years Spring: All Years
Course Outline
SPED 470 Collaboration in Educational Settings Credits: 3
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.
Pre-Requisite : SPED 290 and sophomore status.
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 480 Procedural Safeguards in Special Education Credits: 3
Procedural safeguards for legal, judicial, medical, and educational systems that serve students with disabilities are studied, which includes due process and transition.
Pre-Requisite : SPED 290 OR EDSP 290 and junior status.
Fall: All Years Spring: All Years
Course Outline
SPED 481 Compliant Practices in IEP Writing Credits: 3
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.
Pre-Requisite : SPED 290 OR EDSP 290
Course Outline
SPED 485 Autism Spectrum Disorders:Issues & Needs Credits: 3
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 a partnership with parents.
Pre-Requisite : SPED 290 OR EDSP 290 and sophomore status.
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 486 Special Topics Credits: 1-4
A study of more advanced topics in special education not normally provided as part of the curriculum.
Course Outline
SPED 490 Trends & Traditions in Special Education Credits: 1
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.
Course Outline
SPED 494 Independent Study Credits: 1-4
This course allows students to do an in-depth, independent exploration of a topic for a better understanding in the field of Special Education.
Fall: Department Discretion Spring: Department Discretion
Course Outline
SPED 499 Internship Credits: 1-6
This course involves on-the-job experience. It requires discussion of experience and problems with internship advisor, as well as significant oral and written reports summarizing the learning involved in the field of Special Education.
Course Outline
Teaching ESL
TESL 431 Foundations of Teaching Multilingual Learners & LAB Credits: 3
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.
Fall: All Years Spring: All Years
Course Outline
TESL 432 Understanding Multilingual Language Acquisition Credits: 3
This course is designed to provide an overview of multilingual 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 multilingual language acquisition as well as the impact on the academic setting for ELs, including linguistic, cognitive, social, and affective factors.
Pre-Requisite : TESL 431
Summer All Years
Course Outline
TESL 433 Assessment in TESL Credits: 3
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.
Pre-Requisite : TESL 431 OR ED 431
Spring: All Years
Course Outline
TESL 434 Multilingual Literacy & Linguistics Credits: 3
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 subsequent language acquisition as well as linguistics in efforts to improve the literacy process for ELs.
Pre-Requisite : TESL 431
Fall: All Years
Course Outline
TESL 435 TESL Methods & Lab Credits: 3
This course is designed to provide TESL teacher candidates the 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.
Pre-Requisite : TESL 431 OR ED 431
Spring: All Years
Course Outline
TESL 436 TESL Partnerships Credits: 3
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.
Summer All Years
Course Outline
TESL 437 TESL Practicum Credits: 3
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
Fall: All Years Spring: All Years Summer All Years
Course Outline
TESL 459 Professional Development & Action Research Credits: 1
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.
Pre-Requisite : ED 458
Spring: All Years
Course Outline
TESL 459L Pre-Student Teaching Experience Credits: 0-1
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.
Spring: All Years
Course Outline
TESL 466 Student Teaching in TESL; K-12 & Seminar Credits: 12
Supervised semester-long field experience, required for K-12 licensure fields, 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.
Fall: All Years Spring: All Years
Course Outline
TESL 467 Advanced Student Teaching in TESL-Teaching English as a Second Language Credits: 6
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
TESL 468 Student Teaching in a Multilingual Learner Residency Program I Credits: 6
A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and a university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.
Fall: All Years Spring: All Years
Course Outline
TESL 469 Student Teaching in a Multilingual Learner Residency Program II Credits: 6
A supervised year-long clinical experience, in the scope and content of licensure area sought, evaluated by a cooperating teacher and a university supervisor. Teacher candidates demonstrate Teacher Preparation Program outcomes through a portfolio and a board-adopted performance assessment.
Fall: All Years Spring: All Years
Course Outline
Credentialing Education
CRED 510 Instructional Strategies for College & Technical Colleges Credits: 2
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
CRED 520 Assessment & Evaluation of Student Learning for Community & Tech Colleges Credits: 2
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
CRED 530 Curriculum Planning & Design for Community & Technical Colleges Credits: 2
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.
Fall: All Years Spring: All Years
Course Outline
Early Childhood Special Education
ECSE 559 Professional Development & Action Research Credits: 1
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.
Spring: All Years
Course Outline
ECSE 559L Pre-Student Teaching Experience Credits: 0-1
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.
Spring: All Years
Course Outline
ECSE 622 ECSE Foundations Credits: 3
Foundations in the field of early childhood special education. This includes history, philosophical perspectives, characteristics, policy, and collaboration.
Spring: Even Years
Course Outline
ECSE 632 Infants, Toddlers, & Families in ECSE & LAB Credits: 3
Current research and recommended practices for early intervention will guide the study of methods, materials, and transitions employed in natural environments with typically and atypically developing infants and toddlers, birth through 35 months. The key role of the family is integrated into the course and includes working with families in the IFSP/IEP development process. This course involves a 15-hour field experience.
Fall: Even Years
Course Outline
ECSE 641 Assessment and Curriculum in Early Childhood Special Education & LAB Credits: 4
This course is designed to provide individuals seeking the early childhood special educator license with an opportunity to integrate and reflect on theory and practice related to the evaluation, planning, and supporting preschoolers (ages birth through 6) with diverse abilities. Specifically, individuals will have opportunities to learn various assessment strategies and tools, practice implementing a comprehensive evaluation, develop an Individualized Education Plan (IEP), and design individual, small and large group activities to meet a childs IEP goals in an inclusive early childhood setting. This course includes 30-hours field experience in an integrated public school Early Childhood Special Education setting ages birth through age 6.
Fall: Even Years
Course Outline
ECSE 642 Programming for ECSE Credits: 3
A study of current research and evidence-based practices for instructional, medical, and social needs of infants, toddlers, preschoolers, and primary students, ages birth through 6, and their families.
Summer Even Years
Course Outline
ECSE 652 Transitions in ECSE Credits: 2
This course will prepare the candidate for assessment, the educational process, and transitions for young children with special needs. Topics include collaboration with families to determine appropriate individualized planning and placements of young children birth through age 6.
Spring: Even Years
Course Outline
ECSE 662 Student Teaching in ECSE: Birth to Age 6 Credits: 6
A supervised, semester-long field experience and critical study combined to provide an opportunity to relate theory to practice in both home-based and center-based educational settings for children identified as ECSE between the ages of birth and 6-years-old. Prerequisites: Graduate Status and consent of instructor.
Fall: All Years Spring: All Years
Course Outline
ECSE 682 Advanced Practicum Credits: 3
A supervised field experience and critical study combined to provide an opportunity to relate theory to practice in home-based and center-based educational settings for children identified as ECSE between the ages of birth and 6 years old. Candidates will have a minimum of 40 hours in a home-based setting, and the remaining hours in a center-based setting.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ECSE 692 ECSE Practicum in Special Education: Ages 3-6 years Credits: 3
A supervised field experience and critical study combined to provide an opportunity to relate theory to practice in a center-based educational setting for preschoolers and kindergartners.
Fall: All Years Spring: All Years Summer All Years
Course Outline
Education
ED 500 Foundations of Literacy & Literature Credits: 2
This course explores the foundations of literacy with focus on the role of language and culture in language development. With emphasis on the pillars of effective reading instruction, candidates will consider structured, evidenced-based instructional strategies and modifications to support literacy and language development for diverse learners. Course includes an in-depth study of genres, authors, story elements, teaching strategies, and assessments of children¿s and young adolescents¿ literature with an emphasis on diversity and a focus on learners in early childhood, elementary, special education, early childhood special education, and multilingual learners.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 501 Childrens & Young Adolescents Literature Credits: 2
This course includes an in-depth study of genres, authors, story elements, teaching strategies, and assessments of childrens and young adolescents literature with an emphasis on diversity and a focus on learners in early childhood, elementary, special education, early childhood special education, and multilingual learners.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 502 Early Literacy and Linguistics & LAB Credits: 3
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.
Fall: All Years
Course Outline
ED 503 English Language Arts Methods & LAB Credits: 3
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 504 Literacy Methods & LAB Credits: 3
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.
Pre-Requisite : ED 502
Fall: All Years Spring: All Years
Course Outline
ED 518 Kindergarten Methods & LAB Credits: 3
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.
Fall: All Years Spring: All Years
Course Outline
ED 523 Classroom Management Theories and Practices & LAB Credits: 3
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.
Spring: All Years
Course Outline
ED 524 Elementary Mathematics Methods & Lab Credits: 3
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.
Fall: All Years
Course Outline
ED 525 Elementary Science Methods & LAB Credits: 3
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.
Spring: All Years
Course Outline
ED 526 Elementary Social Studies Methods & LAB Credits: 3
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.
Fall: All Years
Course Outline
ED 535 Media Production for Training and Learning Credits: 3
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.
Course Outline
ED 538 Environmental Education Strategies Credits: 3
This non-licensure course is designed for individuals planning to teach environmental education in a variety of settings. Interdisciplinary issues explored include history and trends in environmental education; goals of environmental literacy, sustainability, advocacy, and education; and research-based best practices of environmental education. The course includes practicum and lab sessions implementing course understandings into experiential learning. This course is designed for individuals who are planning on teaching in the field of environmental education in formal classroom settings and interpretive settings, such as environmental learning centers. The course is informed by relevant philosophical, psychological, cultural, and political-economic frameworks, in addition to critical issues in public education policy and practice and will present academic language associated with environmental or outdoor education, historical antecedents, theories of learning, and benefits of environmental education. Some of the interdisciplinary issues and approaches that will be explored are the goals of environmental literacy and sustainability, the dichotomy of advocacy versus education, the connections between historical perspectives and current trends, and research-based best practices of environmental education. The relationship between the two types of environmental education settings will also be explored, including collaboration, and students will be designing, teaching, and implementing environmental education curriculum or experiences based on the North American Association for Environmental Education, Guidelines for Excellence K-12 Environmental Education: For educators, administrators, policy makers, and the public. This course will include a practic
Fall: All Years
Course Outline
ED 546 Inclusive Literacy Practices, Issues, & Research Credits: 3
This course develops literacy knowledge, strategies, and interventions in planning and teaching reading with focus on phonemic awareness, phonics, vocabulary, fluency, comprehension, writing, and oral language development in grades K-8 in the context of evidence-based practices, issues, research, and the professional reading standards.
Summer All Years
Course Outline
ED 547 Teaching of Literacy Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 550 Reading Assessment & Evaluation Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 551 K-12 Literacy Practicum Credits: 3
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.
Spring: All Years
Course Outline
ED 553 Assessment in Education Credits: 2
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.
Fall: All Years Spring: All Years
Course Outline
ED 558 Action Research Credits: 3
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.
Fall: All Years
Course Outline
ED 559 Professional Development & Action Research Credits: 1
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.
Spring: All Years
Course Outline
ED 559L Pre-Student Teaching Experience Credits: 0-1
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.
Spring: All Years
Course Outline
ED 567 Advanced Student Teaching Credits: 6
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 568 Advanced Practicum Credits: 6
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
ED 572 Integrated STEA2M I Credits: 3
This course focuses on an overview of the history and current research supporting integrated STEAM learning with emphasis on innovative and culturally responsive teaching practices. The course introduces integrated learning as an authentic, salient, and cross-discipline pedagogy in engaging students in creative, critical, and meaningful endeavors to provide solutions to student and community generated problems. The course explores teaching science, technology, engineering, arts, agriculture and mathematics connecting understandings from each discipline to real-world applications with emphasis on introducing agricultural education literacies.
Fall: Department Discretion Spring: All Years Summer Department Discretion
Course Outline
ED 573 Teacher Licensure Credits: 0
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.
Fall: All Years Spring: All Years
Course Outline
ED 574 Integrated STEA2M II Credits: 3
This course focuses on current research and relevant applications of supporting STEAM learning with emphasis on engineering and environmental science integration. The course covers implementing engineering pedagogies into elementary curriculum including the engineering design cycle and optimization. The course highlights the integrated standards, particularly science, that advocate for proficiency in engineering design to equip students with the critical and creative thinking for problem solving. Additionally, the course covers incorporating nature journaling as a tool to connect to broader educational standards within STEAM. The course highlights the work of naturalists for early elementary and stresses the importance studying the natural world for all STEAM disciplines. Through both engineering and environmental science, the course also explores methods effective STEAM teaching through culturally responsive practices.
Fall: Department Discretion Spring: Department Discretion Summer All Years
Course Outline
ED 575 Integrated STEA2M III Credits: 3
This course focuses on current research and relevant applications of supporting integrated STEAM learning with emphasis on arts and technology integration. The course provides student engagement through integration, critique, and discussion highlighting a variety of best-practice connected to current teaching practices. The Methods of improving classroom instruction through culturally responsive pedagogies as well as methods of critical evaluation of student learning outcomes will be investigated. The course also provides further foundation for research-based implementation strategies for effective STEAM teaching and learning. The course design engages students with meaningful and salient learning experiences to create effective STEM learning in the classroom and in informal learning environments.
Fall: All Years Spring: Department Discretion Summer Department Discretion
Course Outline
ED 576 Integrated STEA2M IV Credits: 3
This course focuses on the two anchor subjects for STEAM integration: science and mathematics. The course explores the positions taken by science and math teaching organizations and anchors integrated STEAM to national and state standards. The course lens explores the use of integrated STEAM to build authenticity in learning tasks, allowing students to make sense of their conceptual understandings. Sensemaking and its attributes along with modeling will be used to promote equitable and culturally responsive learning opportunities for all students to use STEAM to be scientific and mathematical thinkers. Using these pedagogies, this course highlights an asset approach to learning, focusing on the culturally rich competencies students bring to the classroom ¿ including curiosity, language, cultural heritage, and diverse experiences ¿ to develop student understanding. Students will engage in critical development of ideas, participate in argument driven reasoning, critique ideas, and use peer feedback and self-reflection for revision. This culminating course in the STEA2M emphasis area requires students develop a STEAM program connected to and for their setting.
Fall: Department Discretion Spring: All Years Summer Department Discretion
Course Outline
ED 577 Working with At-Risk Youth Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 578 Coordination of Services for At-Risk Youth Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 580 Experiential STEA2M Learning Credits: 3
This graduate-level course offers an immersive exploration into the integration of STEA2M education through educational travel and experiential learning research. Designed for educators and education professionals, the course combines theoretical knowledge and participation in active research with practical classroom applications, focusing on the development of innovative curricular resources for elementary or middle level learning environments. By the end of the course, participants will have a comprehensive understanding of STEAM integration enriched by real-world experiences and research. Learners will be equipped with skills and resources necessary to create dynamic, integrated STEA2M learning environments that inspire and engage students.
Summer All Years
Course Outline
ED 581 Best Practices in Hybrid Teaching Credits: 3
In this course, students will explore how to effectively use blended instruction, both in-person and online, to design instruction, implement, and assess.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 582 Best Practices in Online Teaching Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 583 Teaching with Technology Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 584 Collaborative Technology in the Learning & Industry Environments Credits: 3
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.
Summer Department Discretion
Course Outline
ED 586 Graduate Topics in Educ Credits: 1-3
This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 594 Graduate Independent Study Credits: 1-3
Additional work in a particular area, in-depth study or related projects.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 596 Graduate Workshop in Educ Credits: 1-4
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 599 Internship/Field Experience/Study Credits: 1-8
Field experience designed by requesting student and the faculty member who has agreed to help structure and supervise the experience.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 600 Research Seminar Credits: 1
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 601 Foundations in Education & LAB Credits: 6
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.
Course Outline
ED 602 Curriculum & Instruction for the Culturally Responsive Teacher & Lab Credits: 3
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.
Pre-Requisite : ED 601
Fall: Department Discretion Spring: All Years Summer Department Discretion
Course Outline
ED 603 Inclusive Pedagogical Theories and Practices & LAB Credits: 6
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.
Pre-Requisite : ED 601
Course Outline
ED 610 Professional Development for Meaningful Learning Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 614 Critical Analysis of Teaching and Learning Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 621 Critical Theory of Educational Systems Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 622 Research in Education Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 623 Professional Planning & Assessment Credits: 2
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 624 Research Project Design Credits: 3
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.
Pre-Requisite : ED 622
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 625 21st Century Based Teaching and Learning Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 626 Democracy, Diversity, and Leadership Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 627 Action Research: Project Implementation Credits: 1
Students implement and complete their action research projects. Admission to Education Graduate program is required.
Pre-Requisite : ED 624
Spring: All Years
Course Outline
ED 628 Continuing Research Education Credits: 1
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 631 Professional Learning Communities Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 632 Linking Teaching, Content, & Learning Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 633 Trends and Issues in Education Credits: 3
Students will research and review literature on a variety of current issues, trends, and reform efforts in education. Admission to Education Graduate program required.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 634 Educators as Change Agents Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 635 Content and Curriculum Development Credits: 4
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 636 Current Issues in Education Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 637 Professional Presenters Credits: 1-2
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.
Course Outline
ED 650 Technology Integration as Instructional Leader Credits: 1
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.
Course Outline
ED 651 Practicum in Reading Instruction Credits: 3
This practicum provides students the opportunity to apply effective reading practices with elementary, middle level, and high school students.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 652 Charter Law, Governance, and Policy Credits: 3
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.
Course Outline
ED 653 Human Resources and Charter Finance Credits: 3
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.
Course Outline
ED 654 Professional Development through Collaboration Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 655 Mentor Internship I Credits: 1
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.
Course Outline
ED 656 Mentor Internship II Credits: 1
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.
Course Outline
ED 657 Mentor Internship III & Capstone Credits: 1
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.
Course Outline
ED 659 Charter School Community, Climate, and Culture Credits: 3
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.
Course Outline
ED 662 Organization & Administration of Reading Programs Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 663 Instructional Leadership I: Mentoring, Observations, & Assessment Credits: 3
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.
Course Outline
ED 664 Instructional Leadership II: Data Driven Decision Making Credits: 3
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.
Course Outline
ED 665 Research Seminar & Field Experience I: Principal Credits: 2
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.
Fall: All Years Spring: All Years Summer Department Discretion
Course Outline
ED 667 Research Seminar & Field Experience II: Principal Credits: 1.5
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.
Fall: Department Discretion Spring: All Years Summer All Years
Course Outline
ED 668 Research Seminar & Field Experience III: Principal Credits: 2
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.
Fall: All Years Spring: Department Discretion Summer All Years
Course Outline
ED 670 Introduction to Leadership and Educational Issues Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 671 Portfolio Development Credits: 1
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 672 Portfolio Implementation Credits: 1
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 673 Portfolio Capstone Credits: 1
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 674 Education Systems and Organizations Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 675 Legal Issues and Special Education Law Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 676 Data Driven Decision Making Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 677 Educational Administration Licensure by Portfolio Credits: 1-12
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.
Fall: Department Discretion Spring: Department Discretion
Course Outline
ED 678 Leadership for Cultural Responsiveness Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 679 Financial and Resource Management Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 680 Organizational Management & Leadership in Academic Settings Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 681 Transforming Principals & Perspectives Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer All Years
Course Outline
ED 682 Transforming Superintendents & Perspectives Credits: 3
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
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 683 Transforming Special Education Director Perspectives and SPED Law Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 684 Research Seminar & Field Experience I: Director of Special Education Credits: 2
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.
Fall: All Years Spring: All Years Summer Department Discretion
Course Outline
ED 685 Research Seminar & Field Experience II: Director of Special Education Credits: 2
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.
Fall: Department Discretion Spring: All Years Summer All Years
Course Outline
ED 686 Research Seminar & Field Experience III: Director of Special Education Credits: 2
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.
Fall: All Years Spring: Department Discretion Summer All Years
Course Outline
ED 687 Ed Specialist Research Credits: 3
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.
Fall: Department Discretion Summer Department Discretion
Course Outline
ED 690 Research Design Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 691 Change Agents in the 21st Century Credits: 3
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.
Spring: Department Discretion Summer Department Discretion
Course Outline
ED 692 Graduate Project Credits: 1-3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 693 Special Education Law for SPED Directors Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 694 Research Seminar & Field Experience I: Superintendent Credits: 2
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.
Fall: All Years Spring: All Years Summer Department Discretion
Course Outline
ED 695 Supervision and School Relationships Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 696 Research Seminar & Field Experience II: Superintendent Credits: 2
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.
Fall: Department Discretion Spring: All Years Summer All Years
Course Outline
ED 697 Research Seminar & Field Experience III: Superintendent Credits: 2
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.
Fall: All Years Spring: Department Discretion Summer All Years
Course Outline
ED 698 Ed Specialist Action Research and Paper Credits: 0
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
ED 699 Action Research Project Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion Summer Department Discretion
Course Outline
Special Education
SPED 500 Field Experience in Special Education Credits: 1-8
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.
Fall: All Years Spring: All Years
Course Outline
SPED 530 Foundations in Mild to Moderate Disabilities Credits: 3
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.
Fall: All Years Spring: All Years
Course Outline
SPED 540 Assessment & Educational Planning & Lab Credits: 4
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.
Fall: All Years Spring: All Years
Course Outline
SPED 543 Diseases and Disorders in Childhood Credits: 3
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.
Fall: Department Discretion Spring: Department Discretion
Course Outline
SPED 550 Curriculum Design & Implementation in Special Education Credits: 3
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.
Fall: All Years Spring: All Years
Course Outline
SPED 559 Professional Development & Action Research Credits: 1
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.
Spring: All Years
Course Outline
SPED 559L Pre-Student Teaching Experience Credits: 0-1
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.
Spring: All Years
Course Outline
SPED 560 Positive Behavior Support in Special Education Credits: 3
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.
Fall: All Years Spring: All Years
Course Outline
SPED 565 Advanced Practicum Credits: 6
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 566 Special Education ABS Student Teaching K-12 Credits: 6
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.
Fall: All Years Spring: All Years
Course Outline
SPED 567 Special Education Advanced Student Teaching Credits: 6
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 570 Collaboration in Educational Settings Credits: 3
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 580 Procedural Safeguards in Special Education Credits: 3
Procedural safeguards for legal, judicial, medical, and educational systems that serve students with disabilities are studied, which includes due process and transition.
Fall: All Years Spring: All Years
Course Outline
SPED 581 Compliant Practices in IEP Writing Credits: 3
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.
Course Outline
SPED 585 Autism Spectrum Disorders:Issues & Needs Credits: 3
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 586 Special Topics Credits: 1-4
This course is designed to provide an opportunity for students to experience a special or experimental curriculum enrichment course.
Course Outline
SPED 590 Trends & Traditions in Special Education Credits: 1
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.
Course Outline
SPED 610 ASD Professional Planning and Assessment Credits: 2
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.
Fall: All Years Spring: All Years
Course Outline
SPED 611 DD Professional Planning and Assessment Credits: 2
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.
Course Outline
SPED 613 EBD Professional Planning and Assessment Credits: 2
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.
Course Outline
SPED 614 LD Professional Planning and Assessment Credits: 2
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.
Course Outline
SPED 620 Characteristics of Students with Learning & Behavior Disorders Credits: 3
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.
Summer All Years
Course Outline
SPED 621 Access and Support for Ind. with Moderate to Severe Dev. Disabilities Credits: 3
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.
Summer Even Years
Course Outline
SPED 623 Characteristics of Students with Moderate to Severe EBD Credits: 3
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.
Summer Odd Years
Course Outline
SPED 624 Characteristics of Students with Moderate to Severe Learning Disabilities Credits: 3
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.
Summer Even Years
Course Outline
SPED 625 Applied Research and Assessment in Education Credits: 3
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.
Course Outline
SPED 626 Research: Project Design Credits: 3
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.
Pre-Requisite : SPED 625
Course Outline
SPED 627 Research Project Implementation Credits: 2
Students implement and complete their research project
Spring: All Years
Course Outline
SPED 641 Life Span Learning & Outcomes for Individuals w/ Mod to Severe Dev Disabil Credits: 3
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.
Summer Even Years
Course Outline
SPED 642 Programming & Assessment in Early ChildhooProgramming for ECSE: Birth to 6 Credits: 3
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.
Summer All Years
Course Outline
SPED 643 Behavior Management & Teaching Strategies Credits: 3
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.
Summer Odd Years
Course Outline
SPED 644 Teaching & Achievement Strategies for Learning Disabilities Credits: 3
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.
Summer Even Years
Course Outline
SPED 670 ASD: Practicum in Autism Spectrum Disorders Birth-Age 21, Levels 1-3 Credits: 3
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).
Course Outline
SPED 673 EBD: Practicum in Emotional/Behavioral Disorders in grades K-12, Levels 1-3 Credits: 3
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).
Pre-Requisite : SPED 620
Course Outline
SPED 674 LD: Practicum in Learning Disabilities in grades K-12, Levels 1-3 Credits: 3
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).
Pre-Requisite : SPED 620
Course Outline
SPED 680 ASD: Practicum in Autism Spectrum Disorders Birth-Age 21, Levels 3-4 Credits: 3
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
Fall: All Years Spring: All Years
Course Outline
SPED 681 DD: Practicum in Developmental Disabilities: K-12, levels 3-4 Credits: 3
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).
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 683 EBD: Practicum in Emotional/Behavioral Disorders in grades K-12, Levels 3-4 Credits: 3
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).
Pre-Requisite : SPED 620
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 684 LD Practicum in Learning Disabilities in grades K-12, Level 3-4 Credits: 3
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).
Pre-Requisite : SPED 620
Fall: All Years Spring: All Years Summer All Years
Course Outline
SPED 686 Autism Spectrum Disorders: Assessment & Programming Credits: 3
This course covers assessment, eligibility criterion, programming, and transition plans for individuals with ASD. Generalization of skills to natural environments is included.
Summer Odd Years
Course Outline
SPED 687 Autism Spectrum Disorders: Communication & Social Skills Credits: 3
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.
Summer Odd Years
Course Outline
SPED 688 Autism Spectrum Disorders: Behavioral & Instructional Strategies Credits: 3
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.
Summer Odd Years
Course Outline
Teaching ESL
TESL 531 Foundations of Teaching Multilingual Learners and Lab Credits: 3
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.
Fall: All Years Spring: All Years
Course Outline
TESL 532 Understanding Second Language Acquisition Credits: 3
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.
Summer All Years
Course Outline
TESL 533 Assessment in TESL Credits: 3
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.
Pre-Requisite : TESL 531 OR ED 531
Spring: All Years
Course Outline
TESL 534 Second Language Literacy & Linguistics Credits: 3
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.
Pre-Requisite : TESL 531 OR ED 531
Fall: All Years
Course Outline
TESL 535 TESL Methods & Lab Credits: 3
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.
Pre-Requisite : TESL 531 OR ED 531
Spring: All Years
Course Outline
TESL 536 TESL Partnerships Credits: 3
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.
Summer All Years
Course Outline
TESL 537 TESL Practicum (Teaching ESL Practicum) Credits: 3
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.
Fall: All Years Spring: All Years Summer All Years
Course Outline
TESL 559 Professional Development & Action Research Credits: 0.75
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.
Spring: All Years
Course Outline
TESL 559L Pre-Student Teaching Experience Credits: 0-1
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.
Spring: All Years
Course Outline
TESL 566 Student Teaching: K-12 & Seminar Credits: 6
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.
Course Outline