91 courses with the subject ED, 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.
This course introduces students to the philosophical, historical, sociological, and legal foundations upon which current educational theory and practice are constructed.
This course aims to equip teachers with the knowledge and skills to effectively teach foundational math concepts to young learners. Course outcomes focus on developing pedagogical content knowledge, understanding child development in math learning, and utilizing effective teaching strategies in PK-3 grades. This includes understanding how children learn math, how to differentiate instruction, and how to assess student progress. (Prerequisite: Minimum grade of C- in MAT 100 or level 2 placement on the Math Placement Exam.)
A study of the content, philosophy, materials, research, and strategies related to best practices in teaching literacy in the primary classrooms.
Students experience, understand, and become sensitive to human diversity and develop strategies for teaching human relations skills in the classroom setting.
In this course, students learn the principles of effective instruction in physical education for K-5. (Prerequisite: ED 344)
This course applies the basic principles of human development and behavior to the classroom situation. Emphasis is given to the teacher education conceptual framework, theoretical backgrounds in learning, and their application to the classroom. Topics include the characteristics of children, student variability, educational planning and instructional objectives, classroom management and assessment. .
In this course, students learn the principles of effective instruction in physical education for grades 6-12. (Prerequisite: ED 344).
A study of the content, philosophy, materials, research, and strategies related to best practices in teaching literacy in intermediate classrooms.. (Prerequisite: ED 324)
The planning, instructional strategies, and assessment that have wide application to effective teaching are examined.
This course emphasizes the content and methods for teaching secondary mathematics. The course includes curriculum design, effective instructional strategies, methods of using technology to enhance student learning, procedures for assessment of student learning, and a high school field experience. (Pre-requisites: MAT 110, MAT 135, and ED 344)
In this course students learn instructional strategies for effectively teaching social studies in grades nine through 12. (Prerequisite: ED 344 Effective Teacher)
In this course students learn instructional strategies for teaching science in grades nine through 12. (Prerequisite: ED 344)
This course addresses the content, methods, materials, and research related to the teaching of social studies in the elementary grades.
In this course students learn instructional strategies for teaching literature, speech, communication, and composition in grades nine through 12. (Prerequisite: ED 344)
In a laboratory setting, students actively explore science concepts and skills. They become familiar with materials and methodology especially well suited to the teaching of elementary school science.
This course will deal with the planning and implementation of instruction in the non-performance-based music class from kindergarten to senior high at the elementary school levels. Students will examine the curriculum, textbooks, and teaching materials available for these classes. The National Standards for Arts Education receive special attention in relation to planning a spiral curriculum. A strong emphasis is placed on unit and lesson planning. The course is required for all Music Teaching Majors.
This course will deal with the planning and implementation of instruction in the non-performance-based music class from kindergarten to senior high at the secondary school levels. Students will examine the curriculum, textbooks, and teaching materials available for these classes. The National Standards for Arts Education receive special attention in relation to planning a spiral curriculum. A strong emphasis is placed on unit and lesson planning. The course is required for all Music Teaching Majors.
This course aims to equip teachers with the knowledge and skills to effectively teach foundational math concepts to elementary-aged learners. Course outcomes focus on developing pedagogical content knowledge, understanding child development in math learning, and utilizing effective teaching strategies in 3rd-6th grade. This includes understanding how children learn math, how to differentiate instruction, and how to assess student progress. (Prerequisite: C or better ED 203 or MAT 200)
This course provides an early field experience for students prior to student teaching.
This course guides prospective K-12 school art teachers in accepted methods of art teaching and equips them with knowledge and skills necessary for successful teaching. Students will be involved in practical problems of school art both in the classroom and outside the classroom including budgeting, curriculum development, and classroom management. In addition, the course deals with teaching aesthetics, art appreciation and history, critical program evaluation, research, skill building and idea awareness in both Discipline Based Art Education (DBAE) and Teaching Artistic Behavior (TAB). Students will learn a basic history of art education and justifications for continuing art education in educational settings.
This course is designed to give students the basic principles of effective instruction in health education at the middle and secondary school levels. (Prerequisites: ED 344)
This course helps teacher candidates understand and apply the content knowledge related to facilitating the education of 5-12 health students. (Prerequisite: ED 344)
This course prepares teacher candidates to design, evaluate, interpret, and apply assessments that authentically measure student learning. Candidates develop skills to create valid and reliable assessments, craft effective rubrics, collect and analyze student data, and use results to plan responsive instructional next steps. The course emphasizes ethical data use, culturally responsive assessment practices, and technology tools for assessment.
Prospective educators are introduced to legislation and practices related to the inclusion of students with unique learning needs into regular classrooms.
In this course, students learn the basic principles of effective instruction in movement education at the elementary level.
This course investigates personal and community health issues facing today's school-aged children and adolescents.
Student teaching provides direct teaching experience for students to develop the understanding, skills, and dispositions necessary for successful teaching.
Total Credits 69 Each state has different requirements for professional licensure and certifications. CSP’s educator preparation programs are designed specifically to prepare students for licensure in Minnesota, but are not approved by any other state licensing boards for licensure in those states. CSP is unable to determine whether its teacher preparation programs would meet the educational requirements for licensure in other states. #Students who want to work in a state other than Minnesota should contact the state licensing board in their state before enrolling in the program.##Please see the contact information for teacher licensing boards here (https:// publish.smartsheet.com/4dfcb6a0284545ee895980a8c8b71432/). Art Studio Major (BA Traditional) This program is designed to prepare students for various careers in the arts and fields that rely on visual images. Students will gain an understanding of design theories and concepts related to the production and public presentation of art. Upon completion of the program, students will have knowledge of the role of art and design in culture, an ability to produce work, and both critical thinking and creative problem solving skills to prepare them for a variety of careers in related fields.
This course provides opportunities to develop an understanding of the content of middle school mathematics programs and formulate a teaching methodology for the meaningful learning of mathematics by middle school students. Students will be challenged to reflect on their personal views of mathematics, on how middle school children learn mathematics and on classroom environments that help middle school children understand mathematics. Teaching from a problem-solving perspective and making communication, reasoning and connections the primary foci of mathematics learning will be central to the course.(Prerequisite: admission to Teacher Education Program.)
In this course students apply developmental and instructional theory to learn how to make appropriate decisions for teaching social studies in grades five through eight. (Prerequisite: ED 344)
In this course students apply developmental and instructional theory to learn how to make appropriate decisions for teaching literature and the communication arts skills of reading, writing, speaking, listening, media literacy in grades five through eight. (Prerequisite: ED 344)
Learners study disorders that limit student participation in physical education and the adapted developmental approach to addressing the needs of these students in physical education.
This course focuses on strategies for effectively teaching K-12 students to read a variety of written materials in diverse content areas across the curriculum. (Prerequisite: ED 344)
This supervised field experience is designed for licensed teachers seeking an additional endorsement in a specific licensure area. Candidates will engage in structured, standards-aligned clinical practice within an appropriate educational setting that reflects the breadth and scope of the endorsement area sought.
A study of the issues and approaches to educating a culturally and linguistically diverse population and those with learning difficulties.
A study of legal issues, professional ethics, and moral philosophy with applications to the field of education.
A study of ethics and moral philosophy with application to the field of education. Current educational issues will be examined in the context of the lives and careers of the PK-12 educator.
An overview of the application of psychological principles, theories, and strategies to issues of learning and teaching in school settings.
A survey of qualitative and quantitative research methods and their applications to educational research.
Human growth and development from the prenatal stages to the elementary years is reviewed. Concordia's teacher education program and its conceptual framework are introduced. Learners reflect on teaching as a profession and explore beliefs, understandings, and dispositions in relation to teaching children.
Learners experience, understand, and become sensitive to human diversity and develop strategies for teaching human relations skills in the classroom setting. Prospective educators are introduced to legislation and practices related to the inclusion of students with unique learning needs in the regular classroom.
A study of the content, philosophy, materials, research, and strategies related to emergent literacy in the K-6 classroom.
This course develops the skills of planning, implementing, and evaluating for the decision-making, reflective practitioner. Topics of study will include such things as instructional planning, assessment, differentiation, technology, classroom management, and others.
A study of the content, philosophy, materials, research, and strategies related to the teaching of mathematics in the K-6 classroom.
A study of the content, philosophy, materials, research, and strategies related to the teaching of science in the K-6 classroom.
A study of the content, philosophy, materials, research, and strategies related to the teaching of health and movement in the K-6 classroom.
A study of the content, philosophy, materials, research, and strategies related to the teaching of social studies in the K-6 classroom.
A study of the content, philosophy, materials, research, and strategies related to the teaching of literacy in the K-6 classroom.
This experience provides direct teaching of learners to develop the understanding, skills, and dispositions necessary for implementing developmentally appropriate practices in the classroom.
A review and critical analysis of current educational research focused on a specific question. Students complete the capstone project (Prerequisite: ED 521).
This supervised field experience is designed for licensed teachers seeking an additional endorsement in a specific licensure area. Candidates will engage in structured, standards-aligned clinical practice within an appropriate educational setting that reflects the breadth and scope of the endorsement area sought.
In this course, candidates for a Minnesota K-12 Principal License apply learned knowledge and skills in a leadership experience at the elementary level under the supervision of a licensed principal and university supervisor. The experience fulfills a portion of the eligibility requirements established by the State of Minnesota in Administrator Rule 3512 Program Requirements for all Administrator Licenses.
In this course, candidates for a Minnesota K-12 Principal License apply learned knowledge and skills in a leadership experience at the middle level under the supervision of a licensed principal and university supervisor. The experience fulfills a portion of the eligibility requirements established by the State of Minnesota in Administrator Rule 3512 Program Requirements for all Administrator Licenses.
In this course, candidates for a Minnesota K-12 Principal License apply learned knowledge and skills in a leadership experience at the secondary level under the supervision of a licensed principal and university supervisor. The experience fulfills a portion of the eligibility requirements established by the State of Minnesota in Administrator Rule 3512 Program Requirements for all Administrator Licenses.
This course is required for Principal and Superintendent licensure candidates without three years of teaching experience. Candidates are required to complete this course as part of their Educational Specialist program. The course blends instructional learning and applied teaching experiences through a supervised internship.
The first of two courses is designed to help students recognize their leadership mission and values and develop an understanding of school district organization and leadership approaches and theory.
The second of two courses is designed to help students recognize their leadership mission and values and understand school district organization and leadership approaches and theory.
Students, develops the leadership skills to promote, design, and monitor systems that provide equitable and positive learning environments for all special education learners. The effects of mental health conditions, physical health conditions, and trauma on the learning environment are examined.
Students develop the leadership skills for becoming an instructional change agent, and they further their understanding of special education, requirements, curriculum, assessment, and instructional practice.
Students develop the skills to resources of talent, funds, space, and time with state and federal rules and regulations and the organization's mission. Leadership approaches to maximize an organization's available resources are explored.
Students develop the ability to champion an organization?s strategic priorities through data gathering, direction, planning, and decision-making. They demonstrate their ability to design and implement strategic planning that involves input, output, and outcomes.
Students improve their ability to lead continuous improvement, increase stakeholder engagement, and develop branding and marketing strategies. They demonstrate their ability to generate and respond to audiences appropriately using traditional and emerging forms of media.
Students examine school district policy, state and federal laws, and legal issues affecting schools, school systems, and special education. They analyze the importance of leadership defined by ethical beliefs and values of self, society, and one's organization while demonstrating their ability to balance complex community demands in ethical decision-making to serve the best interests of all district learners.
The course is the first of two required sequenced courses for candidates seeking a Minnesota District Superintendent license. In the course, students apply learned knowledge and skills in a leadership experience at a university-approved school under the supervision of a university?approved onsite mentor and university supervisor. The experience meets three of the six required internship credits and a portion of the eligibility requirements established by the State of Minnesota in Administrator Rule 3512 Program Requirements for all Administrator licenses.
This is the first in a four-course series designed to equip students with the knowledge and skills necessary for successful study at the doctoral level. Students focus on recognizing their leadership mission and values and develop their skills to analyze scholarly literature to advance their academic writing.
This is the second in a four-course series designed to equip students with the knowledge and skills necessary for successful study at the doctoral level. Students focus on recognizing their leadership mission and values and develop their skills to find, interpret, and critically analyze scholarly literature according to epistemology and methodology in order to advance their scholarship and leadership.
This is the third in a four-course series designed to equip students with the knowledge and skills necessary for successful study at the doctoral level. Students focus on recognizing their leadership mission and values and develop their skills to find, interpret, and critically analyze scholarly literature according to epistemology and methodology in order to advance their scholarship and leadership. A literature review is required.
This course equips students with the ability to analyze interactions and influences among various policies and organizations. Students learn to analyze power structures and ethics, with a particular emphasis on assessing policy through an equity lens.
This course provides students with the theoretical perspectives and issues of organizational decision-making, communication, and identity. Students engage with the various leadership strategies and approaches of organizational theory and do so by exploring case studies.
The course is the second of two required sequenced semester courses for candidates seeking a Minnesota District Superintendent license. In the course, students apply learned knowledge and skills in a leadership experience at a university-approved school under the supervision of a university?approved onsite mentor and university supervisor. The experience meets three of the six required internship credits and a portion of the eligibility requirements established by the State of Minnesota in Administrator Rule 3512 Program Requirements for all Administrator licenses. (Prerequisite: ED 7039)
This is the fourth in a four-course series. Students examine instructional theory and research to enrich their skills to lead and learning in a variety of organizations. Students demonstrate their leadership competencies for advancing a mission-driven community.
This course equips students to analyze and evaluate quantitative research. They are introduced to a variety of quantitative research designs with a particular emphasis on descriptive statistics and learn about sampling, measurements, and instrumentation.
This course equips students to align organizational resources of talent, funds, space, and time with the organization?s mission. Students explore leadership approaches to maximize an organization?s available resources and advances the importance of caring for the employees, including the leader.
This course enhances students? abilities to integrate problem solving into a management structure to improve decisions and advance initiatives. Students develop skills to face problems and identify solutions for leaders, teams, and organizations.
This course advances students? ability to champion an organization?s strategic priorities through direction, planning, and decision-making. Students demonstrate their ability to design and implement a strategic plan that involves input, output, and outcomes.
This course is rooted in the mission of Concordia University and focuses on the importance of leadership defined by ethical beliefs and values of self, society, and one?s organization. Situational case studies are used to develop moral decision-making skills. Key components of the first chapter of the dissertation are developed.
In this course, candidates for a Minnesota Director of Special Education license apply learned knowledge and skills in a leadership experience at a university-approved school under the supervision of a university?approved onsite mentor and university supervisor. The experience fulfills a portion of the eligibility requirements established by the State of Minnesota in Administrator Rule 3512 Program Requirements for all Administrator Licenses.
This course engages students in a five-day on-campus residency experience to advance their personal equity journey as a leader and to shape their leadership passion into a ?problem of practice? for their dissertation. The residency requires learning assignments prior to and following the on-campus time.
This course engages students in a five-day on-campus residency experience to advance their scholarly learning through the dissertation. Students complete an outline of their dissertation plan with a focus on methodology and refine their leadership skills focused on equity and servant leadership. The residency requires learning assignments prior to and following the on-campus time.
This course assists students in refining their research topics, synthesizing relevant research, and writing a draft of Chapter 2 of their dissertation. Students also draft research questions and examine possible research methods.
This course introduces traditional and exploratory processes of qualitative research, and provides students with the critical analysis tools necessary for doing such research. Students develop skills such as sampling, determining authenticity, data collection, and data analysis.
This course focuses on research designs and assists students in selecting one in alignment with their proposed research questions. Students advance their understanding of research ethics and data analysis, and draft their dissertation proposal.
In this course, candidates for a Minnesota Director of Special Education License apply learned knowledge and skills in a leadership experience at a university-approved school under the supervision of a university?approved onsite mentor and university supervisor. The experience fulfills a portion of the eligibility requirements established by the State of Minnesota in Administrator Rule 3512 Program Requirements for all Administrator Licenses.
This course guides students in their leadership and scholarship performance through coaching sessions. The personalized sessions focus on degree completion and future leadership opportunities.
This course guides students in their leadership and scholarship performance through coaching sessions. The personalized sessions focus on degree completion and future leadership opportunities.
This course guides students in the development and completion of an applied capstone project aligned to their leadership mission.
This asynchronous course is a prerequisite to the two three-credit internship semester courses designed to meet the competencies required in Minnesota Rule. The discussions, assignments, and projects associated with this course are determined and guided by a CSP University Supervisor (Instructor) for the student(s). The course is designed to help students reflect and develop the leadership skills, experience, and expertise necessary to meet the requirements and expectations described in Minnesota Rule 3512 for a Superintendent license.
This asynchronous course is a prerequisite to the three two-credit internship semester courses designed to meet the competencies required in Minnesota Rule. The discussions, assignments, and projects associated with this course are determined and guided by a CSP University Supervisor (Instructor) for the student(s). The course is designed to help students reflect and develop the leadership skills, experience, and expertise necessary to meet the requirements and expectations described in Minnesota Rule 3512 for a Principal license.
This asynchronous course is a prerequisite to the two three-credit internship semester courses designed to meet the competencies required in Minnesota Rule. The discussions, assignments, and projects associated with this course are determined and guided by a CSP University Supervisor (Instructor) for the student(s). The course is designed to help students reflect and develop the leadership skills, experience, and expertise necessary to meet the requirements and expectations described in Minnesota Rule 3512 for a Director of Special Education license.
Source: Concordia University-Saint Paul's catalog, linked per course · table learning_unit · CourseShelf publish 61
