9 courses with the subject EDU, 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.
EDU 1150Schools and Society (with Lab)4
Goals: To understand the profession of teaching from historical, philosophical, sociological, and practical viewpoints. To understand the development of our public school systems and the role schools can play in a pluralistic society such as the U.S. Content: Important events and personalities that have shaped the public school system in the United States; theories of education; the major professional and political issues facing teachers, students, and parents, especially as related to standards and testing; school-based classroom observation and teacher assistance. Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course. The lab consists of a 20-hour required clinical in a local school. The clinical for this course requires a background check conducted by the school district. Students are responsible for the fee (averaging $20, depending on the specific placement) and completing the background check forms in a timely manner at the beginning of the term. Students who have transferred in the equivalent course content without clinical experience should see the Department Chair to coordinate enrollment in a 1-credit Independent Study to earn the course equivalent. Taught: Fall and spring terms
Goals: To develop a working knowledge of various principles and theories based in the discipline of psychology, for example, theories of cognitive, social, and emotional development and the practical application of these principles and theories to the teaching/learning process. Content: Survey theories of learning, motivation, and intelligence; theories of cognitive, social, and emotional development; and, influences of social and cultural background on development and learning. Learn about assessment and evaluation and the theoretical bases for instructional models. Conduct a case study analysis of a K-12 student. Taught: Fall and spring terms
Goals: This is an introductory methods class in which students will apply theories of early adolescent development, learning, instruction, and assessment to classroom situations. Content: Analysis of teaching and learning instructional theory; structuring and managing the learning environment; strategies for assessing learning; designing developmentally appropriate learning opportunities to incorporate different approaches to learning, learning styles, and multiple intelligences; and strategies for culturally responsive instruction. Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course. The lab consists of a 15-hour clinical in a local school. The clinical for this course requires a background check conducted by the school district. Students are responsible for the fee (averaging $20, depending on the specific placement) and completing the background check forms in a timely manner at the beginning of the term. Students who have transferred in the equivalent course content without clinical experience should see the Department Chair to coordinate enrollment in a 1-credit Independent Study to earn the course equivalent. Taught: Fall and spring terms
GED 7801 if pursuing a teaching license Credits: 4
EDU 3500Diversity and Education (with Lab)4
Goals: Understand the impact of diversity in the classroom: race, culture and ethnicity, class, gender, disability, language, and sexual orientation. Explore nature, causes, and effects of prejudice. Experience instructional methods that enhance the school success of all children. Approved by the Minnesota Department of Education as satisfying the Education 521 Human Relations requirement. Content: Students will examine how students’ culture, religion, race, gender, class and abilities, as well as their interactions with teachers and peers, play important roles in shaping their achievement, adjustment and identity in schools; study how our personal identities and cultural histories of race, class, gender, ability, and sexuality affect our teaching philosophies, and explore how our personal values and beliefs shape our teaching practices; investigate the popular myths and histories we have learned in our own schooling, families, and social experiences and survey how the forms of truth and fiction portrayed by popular sources such as school textbooks and media shape our values and beliefs; identify the implications of inclusive and non-inclusive education, specifically looking at ways to create a positive classroom climate that enhances the academic and social experiences of all students. Students must concurrently register for a lecture and a corresponding 0-credit lab section of this course. The lab consists of a 20-hour required clinical in a local school. The clinical for this course requires a background check conducted by the school district. Students are responsible for the fee (averaging $20, depending on the specific placement) and completing the background check forms in a timely manner at the beginning of the term. Students who have transferred in the equivalent course content without clinical experience should see the Department Chair to coordinate enrollment in a 1-credit Independent Study to earn the course equivalent. Taught: Fall and spring terms
Goals: To research and critically examine a particular set of issues connected with the profession of education. Content: Topics will vary from year to year. Recent topics have included education and the media, immigrant and refugee students in U.S. schools, the achievement gap, educational policy.
Goals: To provide students with opportunities to further develop skills in planning, instruction, and assessment in their STEM field through taking a supporting role in an introductory STEM course on campus. Content: Students pursuing a STEM Education major will work with their advisor and the professors in their concentration field in the semester before registering to select an appropriate introductory-level class to work with for the term. Students will work with the course professor to engage with the class through avenues such as researching misconceptions and common problems, planning class sessions, planning class learning activities, leading class sessions, developing objectives, creating assessments, analyzing assessment performance, and supporting students in and/or out of class time. Students will write a series of reflections on their work, experiences, and learnings over the term. Students will choose one major research or action project for the term: 1) development, leadership, assessment, and analysis of a lesson or lesson series, 2) development and analysis of a major assessment, or 3) analysis of student work, thinking, or attitudes in relation to research literature findings. Students register for this course as an individual study.
Goals: To prepare students for success with student teaching; for effective research and writing within the profession of teaching; and to present themselves professionally on the job market. Content: This course will revisit the Standards of Effective Practice (as laid out by the Minnesota Professional Educator License and Standards Board), ensuring that students are prepared to succeed in each area prior to student teaching. Students will document their readiness to student-teach by creating a professional teaching portfolio that can be used as they enter the teaching job market.
Senior status and a declared Para Pathway major in Education, with concentration in Elementary, ESL, or Special Education Credits: 2
EDU 5881Senior Seminar2
Goals: To prepare students for success with student teaching; for effective writing within the profession of teaching; and to present themselves professionally on the job market. Content: This course will revisit the Standards of Effective Practice (as laid out by the Minnesota Professional Educator License and Standards Board), ensuring that students are prepared to succeed in each area before student teaching. Students will document their readiness to student-teach by creating a professional teaching portfolio that can be used as they enter the teaching job market.
Senior standing and a declared major or co-major in Education Credits: 2
EDU 5882Senior Capstone Research2
Goals: To prepare students to conduct effective research within the education profession. Content: Students will explore critical issues in schools by conducting research and presenting their findings. Students will learn about effective strategies and/or solutions around these critical issues. Tasks include: crafting a research proposal, interviewing educators, and presenting their completed research.
