79 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
An in-depth study of a particular Education theme. Special Notes: Topics courses should serve as elective courses.
Reflection on racial consciousness and the impact of race and culture on school practices and pedagogy. Analysis of ways of knowing shaped by race and ethnicity. Examination of prejudice, bias, discrimination, and racism. Evaluation of intersections with other differences and exploration of Minnesota-based American Indian cultural perspectives. Prerequisites: Sophomore standing.
Preselected topics within an existing course in the field of Education. Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.
Supervised observation in K-12 inclusive education setting. Analysis of student needs, classroom environments, and related cultural factors. Development of a personal standard for effective teaching. Implementation of effective lesson plans. Identification of MN edTPA language. Impact of personal faith on the special education teacher role. 30 hours over 10 weeks. Prerequisites: Sophomore standing.
Development of strategies for personal and professional efficacy and engaging resources. Analysis of the impact teachers’ personal and professional practices, second language, and communication have on student learning. Alignment of an instructional plan with the needs of a learner. Application of academic language. Prerequisites: SPED 205, SPED 309. SPED 322, SPED 401, SPED 410, SPED 418, SPED 432, SPED 442, SPED 454, SPED 470, SPED 474, TEAC 395, TEAC 521, TEAC 524, TEAC 526, TEAC 528. Corequisites: SPED 480H.
Development of strategies for personal and professional efficacy and engaging resources. Analysis of the impact teachers’ personal and professional practices, second language, and communication have on student learning. Alignment of an instructional plan with the needs of a learner. Application of academic language. Prerequisites: SPED 205, SPED 309. SPED 322, SPED 401, SPED 410, SPED 418, SPED 432, SPED 442, SPED 454, SPED 470, SPED 474, TEAC 395, TEAC 521, TEAC 524, TEAC 526, TEAC 528. Corequisites: SPED 480H. $300 fee for the state-required edTPA (performance assessment).
Exploration of the influences and misuses of tobacco, alcohol, drugs, and other chemicals impacting the learning environment inside and outside of school. Special Notes: This course is intended for students who only need to meet certain PELSB license standards.
Development of planning, assessment, self-assessment skills, co-teaching, instructional strategies, and professional dispositions in a 35-hour field experience. Observation of teachers’ use of culturally-responsive instructional practices. Application of current and emerging technologies to improve personal productivity and professional practice. Special Notes: This course is intended for students who only need to meet certain PELSB license standards.
Analysis of the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Special Notes: This course is intended for students who only need to meet certain PELSB license standards.
Preselected topics within an existing course in the field of Education. Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.
Exploration of safety standards and chemical hygiene for safe science laboratories. Examination of federal and state guidelines for classroom lab safety. Preparation for ACSC certification through a workshop and online assignments. Course may be waived for students with documented lab safety experience. Prerequisites: Acceptance into Master of Arts in Teaching program. Lab fee: $250. Special Notes: This course is graded on a S/U basis.
Introduction of skills needed to search for and cite resources used in a teacher preparation program and master’s thesis. Identification of differences between research-based sources, non-research-based sources, and other scholarly sources on educational topics using discipline-specific resources. Special Notes: Required of all master's degree-seeking students and strongly recommended for students seeking a license. Should be taken with a cohort of the student's same major except with program director's permission. This course is graded on an S/U basis.
Reflection to increase racial consciousness. Analysis of how race, ethnicity, and culture shape pedagogy, school practices, and ways of knowing. Distinction among prejudice, bias, discrimination, and racism. Evaluation of intersectionality across forms of difference. Examination of the cultural content, worldviews, and concepts of Minnesota-based American Indian communities.
Development of planning, assessment, self-assessment skills, instructional strategies, and professional dispositions. Application of information gained through observing general education, special education, EL, and other teachers and students with specific learning needs. Implementation of principles of effective instruction in the content area and grade level of licensure. Observation of teachers’ use of culturally-responsive instructional practices to incorporate students’ personal, cultural, and community assets. Application of current and emerging technologies to improve personal productivity and professional practice. Grade exceptions: Graded on an S/U basis.
Methods and strategies for designing and implementing standards-based learning plans for secondary social studies students. Creation of formal and informal assessments. Technology integration. Identification of classroom management practices and ways to involve business, community, co-curricular, and extracurricular activities. Articulation of a Christian or personal perspective on teaching social studies. Prerequisites: TEAC 524 and TEAC 526.
Designs and implements standards-based learning plans for secondary mathematics using diverse materials, technology, and multiple representations. Creates assessments, applies effective classroom management, engages stakeholders, and incorporates co-curricular and extracurricular activities. Connects biblical principles with culturally relevant mathematics instruction. Prerequisites: TEAC 524 and TEAC 526.
Methods and strategies for designing and implementing standards-based learning plans for secondary science students. Creation of assessments for evaluating student progress and performance. Identification of effective classroom management practices in a technology-integrated environment. Safety guidelines for scientific specimens, data, chemicals, and equipment. Involvement of business, industry, community, and activities. Prerequisites: TEAC 524 and TEAC 526.
Designs standards-based learning plans for K-12 visual arts. Creates assessments, applies effective classroom management in technology-integrated environments, and engages business, industry, and community partners. Explores history, philosophy, and purposes of visual arts education, teaching approaches in art history, religion, criticism, aesthetics, and develops art prototypes for learning environments. Prerequisites: TEAC 524 and TEAC 526.
Designs standards-based learning plans for K-12 English learners. Creates assessments, applies effective classroom management in technology-integrated environments, and explores second language acquisition theory and research. Demonstrates English speaking proficiency, engages stakeholders, incorporates co- and extracurricular activities, and integrates personal faith or worldview perspectives on teaching languages and culture. Prerequisites: TEAC 524 and TEAC 526.
Designs standards-based learning plans for secondary communication and language arts using diverse materials and technology. Creates formal and informal assessments, applies effective classroom management, and cultivates a professional, community-supported learning environment. Integrates philosophy, theory, research, Christian perspectives, and personal values. Prerequisites: TEAC 524 and TEAC 526.
Current methods and strategies for designing standards-based learning plans for secondary business students. Creation of assessments for evaluating student performance. Effective classroom management in a technology-integrated environment. Involvement of business, industry, and community organizations. Strategies for recruiting business students and organizing instruction on careers, work-based learning, and career and technical education. Prerequisites: TEAC 524 and TEAC 526.
An in-depth study of a particular Education theme. Special Notes: Topics courses should serve as elective courses.
Extension course for continued enrollment; required when the thesis/project course is incomplete. The extension allows students continued access to university resources. Student must be registered in an extension course at the time the thesis/project is granted final approval and receives a grade. Prerequisites: EDUC 790. Special Notes: $375 course fee applies to this course.
Explores resources linking academic coursework with life, work, and future education. Designs curricula integrating classroom skills with real-world applications. Evaluates career resources, analyzes faith-work connections, and identifies strategies supporting students with unique needs. Reflects on using online portfolios to synthesize and showcase accomplishments.
Analysis of research-based skills and assessment strategies, reading processes, and instructional practices in the content area. Integration of instructional strategies to support K-12 readers with specific learning needs. Implementation of reading research to develop vocabulary, academic language, fluency, orthographic knowledge, morphology, writing, and comprehension. Identification, review, and summarization of resources used for scholarly research using APA documentation.
Develop proactive skills for effective classroom leadership based on The Catalyst Approach. Strengthen relationships with students while creating a safe, inclusive, predictable, joyful, and productive learning environment that honors students' identities and cultural backgrounds. Establish habits for self-reflection and growth that accelerate implementation and promote continuous growth.
Supports students as they enter schools as a student teacher and continue through into preparing for interviews and securing a teaching position. Provides time for questions, stories, and work toward the Candidate Preservice Assessment of Student Teaching. Students begin to build a professional community with Professional Learning Communities (PLCs). Corequisites: Concurrent enrollment in EDUC 777 is required. Offered: Fall, Spring.
Analyzes assessment data to monitor student progress and guide instruction. Applies strategies for behavior management, classroom teaching, collaboration, problem-solving, and self-assessment. Creates professional job search tools and examines social, ethical, legal, and human issues in information and technology. Integrates Christian or personal perspectives on Minnesota’s Code of Ethics. Prerequisites: One of the following courses: EDUC 659 or EDUC 671 or EDUC 672 or EDUC 674 or EDUC 678 or EDUC 679 or EDUC 689 and SPED 618. Corequisites: EDUC 781. ENVoY classroom management training fee: $60.
Advanced studies in education with the specific topic announced prior to registration.
Selected topics in education.
Plans and implements discipline-specific, standards-based instruction that is culturally relevant and grounded in research and theory. Uses educational technology and addresses diverse student needs. Applies formal and informal assessments to monitor growth, provide feedback, and guide instruction. Executes effective classroom management techniques. Prerequisites: EDUC 647 and choose one from the following: EDUC 659, EDUC 671, EDUC 672, EDUC 674, EDUC 678, EDUC 679 or EDUC 689. Q: EDUC 749. Student teaching fee: $250; EdTPA fee: $300; Out of state fee: varies. Special Notes: This course is graded on an S/U basis.
Continues student teaching for K-12 and add-on licenses. Plans and implements discipline-specific, standards-based instruction that is culturally relevant and grounded in research and theory. Uses educational technology and addresses diverse student needs. Applies formal and informal assessments to monitor growth, provide feedback, and guide instruction. Executes effective classroom management. Prerequisites: EDUC 777 for initial licensure students. No prerequisite is required for add-on licensure students. Student Teaching Fee: $200, Out of state: varies. Special Notes: This course is graded on an S/U basis.
Exploration of a significant educational issue relevant to the student's professional involvement through an independent thesis or collaborative, research project. Oral defense of student’s thesis or project following collaboration with thesis advisor to ensure guidelines were followed and requirements met as noted in the Bethel University Graduate Education Thesis Handbook. Prerequisites: SPED 618. Special Notes: This course is graded on an S/U basis.
Exploration of a significant educational issue relevant to the student's profession through writing an independent thesis or collaborative research project. Recognition of the characteristics of quantitative, qualitative, mixed-methods, meta-analysis, and action research designs. Reflection on research ethics from a Christian worldview. Oral defense of student’s thesis or project. Special Notes: This course is graded on an S/U basis.
Examination of the roles school leaders play as they pertain to ethics and influencing the school community. Analysis of the historical, philosophical and cultural aspects of educational reform. Analysis of leadership simulations using a combination of models for decision making, human communications, conflict management, organizational change, vision building, and school communication Exploration of the balance between personal faith and/or values and professional leadership in an environment characterized by separation of church and state. Special Notes: A course fee of $300 applies to this course.
Exploration of the historical, cultural, and philosophical trends contributing to the higher education landscape. Current and emerging roles of educational leaders within this landscape are analyzed and practices of self-differentiation and reflection essential to the process of personal formation and ability to inspire and lead are applied. Ed.D. assessment fee: $300.
Exploration and application of leadership strategies and practices that build capacity to lead complex educational change. Development of self-awareness as foundational to inclusive, relational leadership. Establishing a professional network to become a catalyst for a more prosperous future in preK-12 education. Prerequisites: Program Director approval. No tuition fee; $200 transcription fee.
Analysis of theories related to higher education leadership, organization, and culture, and associated application to decision making, organizational change and conflict management. Connection of organizational theories and cultural concepts with effective approaches to leadership that includes integration of faith and values into developing personal leadership capabilities.
Engages in contextual learning applying principles of curriculum, instruction, and assessment. Develops effective curricular and instructional plans for organizations. Analyzes district-wide literacy initiatives and leads school-wide literacy efforts. Explores professional development, research, and best practices for integrating curriculum, instruction, and technology.
Analyzes fundamentals of curriculum design, planning, and implementation, considering trends, issues, and forces in higher education. Explores connections between student development, personal formation, and professional growth with learning theories. Applies models for collaborating with academic departments and engages diverse culturally and academically student populations.
Assessment of the overall role of research in educational administration. Development of the philosophical foundations of empirical research with an emphasis on qualitative research design and methodology. Critique and analysis of qualitative research in the literature. Application of sound research principles in the design of a basic qualitative study.
Explores educational leaders’ roles in developing relationships with students, families, and communities to address stakeholder needs. Applies research-based practices for organizational change supporting social-emotional learning, culturally and linguistically diverse learners, mental health, and trauma. Addresses biases and fosters educational equity through culturally responsive leadership.
Exploration of the dynamics of engaging differences, including cultural, ethnic, religious, gender, ability, age differences, and others. Focus on providing effective leadership in pluralistic systems, including creating a hospitable organizational environment and maintaining relationships with diverse partners and stakeholders. Analysis of assumptions, beliefs, behaviors, and capacities with regard to differences.
Analyzes strategies for engaging diversity in higher education. Explores the impact of cultural intelligence on leadership in complex, pluralistic systems. Develops personal formation strategies for effective leadership in diverse settings. Plans for greater inclusion of diverse members and enhances organizational capacity amid changing higher education demographics.
Analysis of school policies and procedures to ensure that essential programs are in place. Awareness of how personal belief systems affect decision-making. Examination of school relationships, communication, culture and environment, teachers and student engagement, school supervision, safety, instructional supervision, and student learning.
Explores functions within academic and support departments in colleges and universities. Analyzes institutional practices across academics, human resources, enrollment, student support, marketing, and development. Evaluates leadership skills to address higher education challenges and integrates personal values and belief systems with best practices in educational leadership.
Develops effective assessment plans for higher education academic or student life programs. Creates and evaluates assessment reports, synthesizes data from nationally normed instruments, and applies rubrics to measure outcomes. Examines intersections of faith, spirituality, and values with ethical issues in higher education assessment.
Application of personal and organizational management skills. Synthesis of school/district mission and vision in systemic planning and relationship between leadership and conflict management. Development of communication to foster public relations and address organizational politics. Analysis of the factors of school cultures. Integration of faith/worldview and core values with leadership strategies.
Develop strategic and adaptive leadership skills to navigate higher education. Examine critical issues and trends shaping the field. Analyze personal leadership strengths, values, and philosophy to lead transformational change. Integrate leadership theory with practical application to lead in an uncertain and rapidly changing higher education environment.
Development of the philosophical foundations of empirical research with an emphasis on quantitative research design and methodology. Critique and analysis of quantitative research in the literature. Application of sound research principles in the design of a basic quantitative study. Acquisition of human subjects research ethics. Prerequisites: EDUC 820.
Application of the process approach and stylistic devices appropriate to research writing. Synthesis of others' work through summarizing, paraphrasing, and quoting. Demonstration of knowledge and skill in using APA citation style. Practicing of curiosity, open-mindedness, humility, and intellectual courage. Scaffolded approach to creation of a research paper or literature review. Special Notes: Course may be repeated for credit.
Exploration and examination of both qualitative and quantitative research, including sampling, measurement, data collection, and analysis. Training in the use of both qualitative and quantitative data analysis software. Integration of faith and/or ethical values in research. Application of research design and theories to the dissertation prospectus. Prerequisites: EDUC 845.
Theory and practice of student development, student success, and academic engagement in higher education. The practical application of student development, academic success, and student retention theories through policies, strategies, interventions, and trust-worthy practices for diverse students groups, including traditional, non-traditional, and online.
Examination of educational laws and policies, the process by which they are created, and their impact on schools. Analysis of leadership and communication around legal issues and policies, with emphasis on accuracy, clarity, and correct implementation. Evaluation of laws and policies, their application and outcomes, and recommended changes.
Understanding of how the legal system influences post-secondary institutions, focusing on a leaders’ role in managing complex legal challenges. Analysis of the relationships between higher education institutions and external bodies, such as regulatory agencies and special interest groups. Exploration of how faith and ethics impact legal issues in higher education. Special Notes: This course can be graded A-F or S/U.
Advanced studies in education with the specific topic announced prior to registration.
Examines constitutional authority for public school funding and tax structures. Evaluates budgets and publications against best practices. Applies emerging practices and key aspects of human resource management. Analyzes resource allocation to improve student learning. Explores connections between personal values, ethics, and resource management in schools.
Explains core concepts of nonprofit financial management and the role of budgeting in educational institutions. Applies accounting principles and financial management practices, develops effective budgeting strategies, evaluates financial decision impacts, and integrates faith and ethical considerations into higher education financial management.
Applies state and federal laws, rules, and procedures governing Special Education funding, administration, and district practices, including board meetings and policies. Evaluates available resources and agencies serving Minnesota students with disabilities and families. Designs, implements, and assesses Special Education programs through needs assessment and program development. Special Notes: EDUC 889 is a recommended corequisite.
Application of research design principles including selection of participants, instruments/protocols, data collection approaches, data analyses, field tests. Analysis of limitations/delimitations and ethical issues in research. Evaluation and development of data collection tools and protocols. Analysis of data using appropriate methods and tools. Prerequisites: EDUC 850.
Extension course for continued enrollment following the term in which a doctoral level EDUC internship, practicum, clinical or other experiential course was taken, required when there are outstanding hours to be completed.
Preselected topics within an existing course in the field of Education. Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.
Comprehensive examination and the portfolio review after completion of the student's final leadership course. Grade exceptions: Graded on an S/U basis.
Comprehensive examination and the portfolio review after completion of the student's final leadership course. Grade exceptions: Graded on an S/U basis.
Individual educational objectives in a specific area of study. Independent reading and/or research, or travel with related study. Designed in cooperation with program director and cohort advisor. Can also be taken by Ed.D. students completing not seeking a license. Special Notes: Course may be repeated for credit.
Advance scholarship through professional development engagement focused on a relevant K-12 education topic. Synthesis of faith/values and personal experience with course content and new learnings. Demonstration of self-awareness of leadership formation. Application of acquired knowledge in the K-12 setting. Grade exceptions: Graded on an S/U basis. Special Notes: Course can be repeated twice for a total of six credits.
Application of theory and frameworks to expand leadership capacity. Implementation of a leadership project incorporating communication and collaboration skills. Integration of leadership concepts and insights from courses, research, and personal experiences. Grade exceptions: Graded on an S/U basis. Special Notes: Course can be repeated twice for a total of eight credits.
Students design and complete a practical application project that integrates concepts and insights from courses, research, and personal experiences. Grade exceptions: Graded on an S/U basis. Special Notes: Course may be repeated for credit.
School-based experience of at least 320 hours. 240 hours at one setting and 40 hours at each of the other two levels. Joint supervision of Bethel faculty and onsite licensed and practicing principal. Direct experience in administrative duties and synthesis of learning between academic program and host district administrative needs. Special Notes: This course is graded on an S/U basis. Internships may be paid or unpaid.
School-based experience of at least 320 hours, up to 280 hours in the primary setting, and 40 hours in a second setting. Joint supervision of Bethel faculty and onsite licensed and practicing superintendent. Direct experience in administrative duties and synthesis of learning between academic program and host district administrative needs. Special Notes: This course is graded on an S/U basis. Internship may be paid or unpaid.
Teaching internship for students seeking an administrative license without the required teaching experience. Prerequisites: Program Director permission. Grade exceptions: Graded on an S/U basis.
School-based experience of at least 320 hours; at least 40 hours at a special education administrative unit other than student’s primary experience. Jointly supervised by Bethel faculty and onsite licensed and practicing special education director. Direct experience in administrative duties; synthesis of learning between academic program and host district administrative needs. Special Notes: This course is graded on an S/U basis.
Development of the major research for one's academic doctoral degree. The four previous research courses provide the foundation for students to develop their dissertation proposals. Guidance is provided by the students' dissertation advisors. Prerequisites: EDUC 870. Special Notes: Graded on an S/U basis.
A continuation of EDUC 890. Following the Dissertation Procedures Guide, students work with their dissertation advisor and committee toward dissertation completion. Prerequisites: EDUC 890. Special Notes: Graded on an S/U basis.
A continuation of EDUC 891. Upon a successful final dissertation defense and submission of the dissertation to the library, a course grade is posted. Students not meeting requirements will be shifted to extension status. Prerequisites: EDUC 891. Special Notes: Graded on an S/U basis.
Development of the major research for one's academic doctoral degree. The four previous research courses provide the foundation for students to develop their dissertation proposals. Guidance is provided by the students' dissertation advisors. Prerequisites: EDUC 870 (man be taken concurrently). Special Notes: Graded on an S/U basis.
A continuation of EDUC 893. Following the Dissertation Procedures Guide, students work with their dissertation advisor and committee toward dissertation completion. Prerequisites: EDUC 893. Special Notes: Graded on an S/U basis.
A continuation of EDUC 894. Upon a successful final dissertation defense, a course grade is posted. Students not meeting requirements will be shifted to extension status. Prerequisites: EDUC 894 (may be taken concurrently). Special Notes: Graded on an S/U basis.
Extension course for continued enrollment; required when the thesis/project course is incomplete. The extension allows students continued access to university resources. Student must be registered in an extension course at the time the thesis/project is granted final approval and receives a grade. Prerequisites: EDUC 895. Special Notes: This course carries a $375 course fee.
Source: Bethel University's catalog, linked per course · table learning_unit · CourseShelf publish 61
