6 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 1109Introduction to Education & Reflective Teaching4
Gives prospective educators and school paraprofessionals perspective on the rewards and challenges of teaching, including critical issues facing teaching and learning in today’s schools. Class lectures/discussions, course readings, guest speakers, and field experiences will focus on such topics as educational equity, the achievement gap, poverty, diversity, resiliency, cultural awareness, using the community as a resource, effective teaching, school improvement, the importance of engaging in reflective teaching, and opportunities to further explore personal motivations for becoming a teacher. Participants are introduced to education through case studies and first-hand accounts of teaching and learning in schools, including an exploration other impact that larger social systems have on schools, teachers, and students and their families. In addition to attending the weekly 3-hour class lecture/discussion, students will complete a minimum of 30 Service Learning hours in a school setting They will also use eFolio Minnesota to create a multimedia electronic portfolio to reflect upon their Service Learning experiences. This course will include completion of MTLE Basic Skills practice tests in Reading, Mathematics, and Writing, in preparation for Minnesota teacher licensure requirements. This course meets the Minnesota Professional Educator Licensing and Standards Board (PELSB) 8710.3200, Subp. 3, Standard A2, 3, 8710.2000, Subp. 3, Standard 2C, Subp. 5, Standard 4B, Subp. 6, Standard 5A, 5F, Subp. 10, Standard 9A, Subp. 11, Standard 10A, B, F, L. Major Content Areas Electronic portfolio development 10% PELSB MN NES/EAS Basic Skills Tests: Reading, Writing, & Mathematics 5% Rewards and challenges of teaching, including critical issues facing teaching and learning in today’s schools 15% Research, theories, and strategies to foster student success and persistence 15% Characteristics, skills, and dispositions of effective teachers 15% Topics relevant to E-12 education (e.g. educational equity, the achievement gap, poverty, diversity, cultural awareness, and using the community as a resource) 15% Rationale and techniques for reflective teaching, including opportunities for further exploration of personal motivations for becoming a teacher 15% Impact of larger school systems on schools, teachers, and students and their families 10% Learning Outcomes Reflect upon the course content in the regular elementary level education classroom Complete 30 hours of field experience. MN NES EAS/Basic Skills testing–Reading, Writing and Math sub-tests are taken and a plan for achieving passing scores is designed. Identify implications for teachers of gender, culture, language and socio-economic diversity. Demonstrate an understanding of mindset and professional dispositions and their impact on the methods used in teaching children. Apply knowledge of the Special Education legislation to the classroom setting, including inclusion, least restrictive environment, individualized education programs and most common disability areas. Demonstrate an awareness of the process of reflective practice in teaching. Apply developmental characteristics of students by age level, including physical, cognitive, emotional, and social characteristics.
Focuses on the knowledge and skills needed to create and maintain an integrated school learning environment for individuals with special needs. An introduction and exploration of disabilities commonly found in infants through school age children. This course meets the Minnesota Professional Educator Licensing and Standards Board (PELSB) 8710.2000, Subp. 3, Standard 2D, Subp. 4, Standard 3B, I, O, Q, Subp. 11, Standard 10C 8710.5000, Subp. 2, Standard A1, 2, 3, 4, 5, 6, 7, 9, 11, 12, 13, D1. Pre-Requisites EDU 1109 Major Content Areas Cognitive, Behavioral, Physical, Developmental, Cultural, Social/Emotional Needs 30% Inclusion/Learning Strategies 20% Working with Families 10% Identification 20% School Responsibilities and Community Resources 20% Learning Outcomes Recognize the cultural, developmental, physical, cognitive, behavioral, and social/emotional needs of the special needs child. Identify various disabilities including; learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts and talents and the need for specialized education and care. Introduction to school based special needs services, terminology, confidentiality, individual planning and programing process, free appropriate public education to students in special education through a continuum of services. Historical and philosophical foundations, legal bases,ethical principles and standards of professional practice and contemporary issues. Describe inclusion and strength based learning strategies required for the special needs child where individual differences are respected. Identify family, culture, and community as the basis of learning and support for children with special needs.
Examines the historical and current contexts for applications of educational technology, including the research, resources, issues and trends shaping the role of educational technology in today’s classrooms. Course readings, class discussions, guest speakers, and course assignments will focus on topics such as the foundations for effective technology integration, the National Educational Technology Standards, and the enhancement of teaching and learning through the successful integration of current and future educational technology across the curriculum. Students will investigate and critically evaluate selected software, multimedia/hypermedia, distance/online learning, and Internet/web-based applications as tools to actively and cognitively engage all learners. Students will use eFolio to develop a multimedia electronic portfolio to document and reflect upon their technology competence. This course meets requirements for Minnesota Professional Educator Licensing and Standards Board (ELSB). Pre-Requisites Recommended concurrent or previous enrollment in EDU 1109 Major Content Areas Successful integration of current and future educational technology across the curriculum to enhance teaching and learning 30% Investigation and critical evaluation of software, multimedia/hypermedia, distance/online learning, and Internet/web-based applications as tools to actively and cognitively engage all learners 20% Research, resources, issues and trends shaping the role of educational technology in today’s urban classrooms 15% Foundations for effective technology integration 15% The National Educational Technology Standards 10% Multimedia electronic portfolio development 5% Historical and current contexts for applications of educational technology 5% Learning Outcomes Investigate and critically evaluate selected software, multimedia/hypermedia, distance/online learning and Internet/web-based applications as tools to actively and cognitively engage all students. Review and explain the National Educational Technology Standards. Identify ways to successfully integrate current and future educational technology across the curriculum to enhance teaching and learning. Summarize foundations for effective technology integration. Develop a multimedia electronic portfolio. Outline historical and current contexts for applications of educational technology, including the research, resources, issues and trends shaping the role of educational technology in today’s classrooms.
EDU 1143Multicultural Education / Human Relations3
Emphasizes the development of classroom teachers who are multiculturally informed, gender fair, and disability aware. Examines issues such as racism, sexism, oppression, prejudice and discrimination. The course aims to increase students’ capacity to identify, discuss, and reflect on the ethical dimensions of political, social and personal life and to examine the responsibility of classroom teachers to practice productive citizenship. Emphasis is on demonstrating multicultural competence require of all successful teachers working with diverse youth. Designed to meet State of Minnesota human relations requirement for teacher licensure. This course meets the Minnesota Processional Educator Licensing and Standards board (PELSB) 8710.2000, Sub. 5, Standard 4B, Subp. 6, Standard 5A, Subp. 4, Standard 3D, E, F, G, H, J, Q, Subp. 6, Standard 5B, Subp. 7, Standard 6B, Subp. 3, Standard 2A, 2B, 2C. Major Content Areas Culturally competent communication skills: 15% Exploration of the cultural content, world view, and concepts of African American and immigrant cultures (e.g., African, Hmong, Hispanic, Tibetan), with emphasis on Minnesota-based American Indian tribes: 40% Recognition of dehumanizing institutional and personal biases, discrimination, or prejudices regarding race, disability, or sexual preference: 15% Personal cultural identity definitions/concepts: 15% Ethical impact of culturally biased privilege and discriminatory practices: 15% Learning Outcomes Identify, analyze, and be able to assess learning approaches for achieving educational equity for diverse populations. Formulate ways teachers can be agents of change in classrooms, schools, and communities. Discuss why all children and youth should be valued, inclusive of race, socio-economic status, gender, exceptionality, home language or other social, physical or cultural characteristics Identify the contributions and lifestyles of the various racial, cultural, and economic groups in our society Identify methods to incorporate the diversity of cultural and community resources into a learning environment Describe how learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family and community values Demonstrate an understanding of mindset and professional dispositions and their impact on the methods used in teaching children. Demonstrate awareness of various cultural and racial groups in the U.S., including Minnesota-based American Indians, and their contributions to education and American society. Identify implications for teachers of gender, culture, language, and socio-economic diversity. Describe how to recognize and deal with dehumanizing institutional and personal biases, discrimination, or prejudices regarding race, disability and sexual preference Meet INTASC* standard 2 *Interstate New Teacher Assessment and Support Consortium Identify own cultural affiliation and related privileges and barriers
EDU 2018Instructional Strategies for Diverse Learners3
Examines research-based instructional strategies for successfully meeting the varying needs of students from economically, ethnically, culturally, and linguistically diverse groups. Course content will focus on how students will learn and develop including learning opportunities that support student intellectual, social, and personal development. This course will also explore individual and group motivation to create learning environments that create positive social interactive active engagement learning. Learning opportunities will be explored that support student intellectual, social and personal development. This course is designed for prospective educators, teachers, and school paraprofessionals interested in developing the knowledge and skills necessary to work effectively with students from diverse backgrounds. This course meets the Minnesota Professional Educator Licensing and Standards Board (PELSB) 8710.2000, Subp. 3, Standard 2A, B, C Subp.6, Standard 5A. Major Content Areas 25% Developmental progression of students. 25% Physical, social, emotional, language, literacy, physical and cognitive development as it refers to student learning. 25% Instructional strategies that promote student learning, internalize knowledge, acquire skills, and develop thinking behavior. 25% Individual variations in learning readiness in developmental domains. Learning Outcomes Identify motivational strategies to promote lifelong learning. Examine effective, research-based principles and instructional strategies including those that contribute to a positive self-esteem and positive interpersonal relations. Examine effective verbal and non-verbal communication techniques to foster active inquiry, collaboration, and supportive interaction. Develop a repertoire of instructional strategies, tools, and resources designed to foster increased academic achievement and equity in education. Identify the characteristics and needs of diverse learners. Identify how students learn and develop, providing learning opportunities that support students’ intellectual, social, and personal development.
Variable Credits Y Special topics in Urban Education will be presented on a rotating basis. Coursework explores issues and challenges currently facing education in the United States. Topics may relate to special education, diversity, gifted and talented programming, English language learners, education funding, legal issues, classroom initiatives, state and local leadership, and others as pertinent to current/future educational trends. This course may be repeated under different topics. Major Content Areas Dependent on which issues or developments are selected for study. Topics and time allotments will vary according to course content and credits Learning Outcomes Describe potential opportunities these issues or developments may present to education Describe potential challenges these issues or developments may present to education Describe potential education strategies for addressing identified problems or opportunities Discuss critical contemporary issues and developments in the field of professional education.
