93 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.
Experimental, temporary or trial course for groups of students all engaged in the same topic. Topic varies from semester to semester or section to section. A specific content offering may be offered under a topics course number up to three times, after which departments must file for a permanent course number.
Will introduce students to the broad field of education including a focus on children and families, the role of the teacher, the role of schools and educational programs in communities and the broader society, history and philosophy of education, educational futures, teacher education knowledge base, and contemporary issues. Includes field experience in area schools.
Current trends in the field of education. Licensure requirements, continuous improvement strategies. Creation of a professional teaching identity.
Analysis of issues related to children's rights.
Role of the teacher in middle level schools and high schools, teaching as a profession, standards for teaching and learning, basic lesson design, technology in education, structure of middle level and high schools, and schools as organizations. Includes a field experience in area schools.
Differentiation, academic language, lesson planning and classroom environment as components of the edTPA assessment. Pre-Requisite(s): ED315
Students [Credits: 4] 176
Classroom [Credits: 3] Exploration and evaluation of all types of literature for children and young adults. Includes the promotion of lifelong reading among children through the development of classroom strategies and experiences. Pre- Requisite(s): ED200 or CFS200 or SPED200 or ED300
Aims, methods, philosophy, continuity of growth problems in kindergarten/primary education. Pre-Requisite(s): ED200 or CFS200 or SPED200 or ED300
Experimental, temporary or trial course for groups of students all engaged in the same topic. Topic varies from semester to semester or section to section. A specific content offering may be offered under a topics course number up to three times, after which departments must file for a permanent course number.
Credit for independent work by a single student arranged and supervised by a faculty member.
[Credits: 1] Planning for student engagement and learner support, assessment tools, video recording in the classroom, providing useful feedback to learners, expectations within the edTPA assessment. Pre-Requisite(s): ED305
Editing and uploading edTPA materials, assessing use of academic language, assessing utility of academic supports, and assessing feedback provided to learners. Engagements for further growth. Pre-Requisite(s): ED420
Development of appropriate practices, organization, management in K-6 classroom environments. Emphasis on Community Building, child centered learning and democratic classroom practices. Pre-Requisite(s): ED305
Methodology, assessment, school mathematics programs, the needs of diverse learners, and issues of curriculum, and State and discipline standards in elementary mathematics instruction. Pre-Requisite(s): ED305, MATH201, MATH301
Instructional strategies, program organization and theories of literacy in Reading and Language Arts for elementary school children. Pre- Requisite(s): ED305
Advanced Reading and Language Arts instructional methods including literacy across the curriculum and assessment and interventions. Pre- Requisite(s): ED408
Methodology, Assessment, Commercially Available Science programs, the needs of diverse learners, and Issues of Curriculum, and State and Discipline Standards in Elementary Science Instruction. Pre-Requisite(s): ED420, SCI226, SCI227
Methodology, assessment, the needs of diverse learners, approaches to inquiry, and issues of curriculum, purpose and democratic classrooms in elementary social studies programs. Pre-Requisite(s): ED305
Exploration and critical analysis of education as a political endeavor within particular historical and sociological contexts. Pre-Requisite(s): ED420
Management, organization, and instruction strategies and procedures appropriate to the development needs of students in a K-12 school setting.
Theories of literacy development, instructional methodologies, and assessment tools which creates a literacy curriculum that addresses the needs of diverse learners in the primary grades. Pre-Requisite(s): ED200 or SPED200 or CFS200
Facilitating significant explorations and actions on the world through the use of appropriate mathematical, scientific inquiry and information gathering tools for K-4 teachers. Pre-Requisite(s): ED200 or SPED200 or CFS200, MATH201, MATH301, SCI226
Classroom [Credits: 2] Development of appropriate practices, organization, management in kindergarten/primary classroom environments. Emphasis on child centered learning. Pre-Requisite(s): ED200 or SPED200 or CFS200
Supervised teaching for students seeking K-6 or B-3 licensure. Pre- Requisite(s): ED305
Historical, philosophical, political, ideological, and sociological issues and dimensions of American education. Education in a democracy, issues of equity, constitutional considerations, and development of an educational philosophy. Pre-Requisite(s): ED300, CPSY361, HURL497
Supervised teaching for students seeking K-8 licensure. Pre-Requisite(s): ED420
Intensive study of a special topic in education. 1-3 credits. May be repeated up to 3 credits.
Curriculum, instruction and assessment in the PreK-12 setting. Inclusive and responsive approaches for middle level and high school classrooms. Teacher identity; creating safe learning communities; complex, student- 177
Standards, curriculum processes and instructional strategies within middle and secondary schools. Effective instructional and curricular strategies for teaching in the content area. Planning instructional activities to meet varied learning styles, prior experiences, and student strengths. Pre-Requisite(s): ED300
Ways technology can help learners communicate and collaborate, discussion of learners as consumers, contributors, and creators in a digital age, use of technology to design authentic learning experiences.
Educational theories, research, and design principles for meeting the needs of modern learners. Relevant integration of media and technology to enhance the design of learning experiences. Development of skills to understand Social Emotional Learning needs, Assessing for Learning, and Learner Motivation. Recommended to be taken simultaneously with ED 441.
Communication strategies required for effectively managing a classroom and motivating learners. Classroom implementation plans including analysis of ethical dilemmas.
Teaching for All [Credits: 1] Merging theory and practice for developing inclusive and responsive curriculum, instruction and assessment in the preK-12 setting during an in-depth field experience. Active involvement in classrooms includes working with ESL, special education and/or other historically under- served students. Pre-Requisite(s): ED300
Teacher candidates will reflect upon and build from their student teaching experiences to become more effective practitioners. Recommended to be taken simultaneously with ED 466 or ED 467.
Literacy applied to content area learning: instructional strategies to develop vocabulary and promote comprehension, assessment techniques to guide instructional planning, and dispositions for content literacy professionals.
Classroom and school-wide assessment practices including selection and creation of asset-based assessments, methods for evaluating student learning, and non-standardized and standardized testing practices. Best practices for anti-biased assessment development for the use and measurement of student learning and teacher performance within a classroom. Pre-Requisite(s): ED432
Identity development, culture, community, and personal experiences on student centered classrooms. Differentiated instruction for a culturally and linguistically diverse classroom utilizing modern technology resources. Pre-Requisite(s): ED200 or ED300 or CFS200 or SPED200
Identity development, culture, community, and personal experiences on student centered classrooms. Differentiated instruction for a culturally and linguistically diverse classroom utilizing modern technology resources. Pre-Requisite(s): ED315
Supervised teaching for students with majors in Communication Arts and Literature, Health, Mathematics, Sciences, Social Studies and Technology leading to 5-12 licensure. Pre-Requisite(s): ED421
Supervised teaching for students with majors in art, languages, music, physical education, and TESL leading to Pre K-12 licensure. Pre- Requisite(s): ED421
Observational learning experience. May include supervised work in a single setting.
Credit for independent work by a single student arranged and supervised by a faculty member.
Role of the teacher in middle level schools and high schools, teaching as a profession, standards for teaching and learning, basic lesson design, technology in education, structure of middle level and high schools, and schools as organizations. Includes a field experience in area schools.
Credit by Arrangement.
Professional skills in preparing and planning for learning experiences, understanding the social aspects of school systems, and professional licensure requirements. Instructional strategies, academic standards frameworks, and professional development resources.
Recognizing the field of education as a future profession through the introduction of current trends, licensure requirements, and continuous improvement strategies. Opportunity to create the beginning of a professional teaching identity.
Management, organization, and instruction strategies and procedures appropriate to the development needs of diverse students in a K-12 school setting.
Historical, philosophical, political, ideological, and sociological issues and dimensions of American education. Education in a democracy, issues of equity, constitutional considerations, and development of an educational philosophy.
Intensive study of a special topic in education. 1-3 credits. May be repeated up to 3 credits.
Curriculum, instruction and assessment in the PreK-12 setting. Inclusive and responsive approaches for middle level and high school classrooms. Teacher identity; creating safe learning communities; complex, student- centered lesson design with varied instruction; interdisciplinary curricula; and authentic assessment. Pre-Requisite(s): ED300, CPSY361, IM522, HURL597, SPED525, ED560 or ENGL560
Standards, curriculum processes and instructional strategies within middle and secondary schools. Effective instructional and curricular strategies for teaching in the content area. Planning and designing of instructional activities to meet the varied learning styles, prior experiences, strengths and differing needs of the students.
Ways technology can help learners communicate and collaborate, discussion of learners as consumers, contributors, and creators in a digital age, use of technology to design authentic learning experiences.
Educational theories, research, and design principles for meeting the needs of modern learners. Relevant integration of media and technology to enhance the design of learning experiences. Development of skills to understand Social Emotional Learning needs, Assessing for Learning, and Learner Motivation. Recommend to be taken simultaneously with ED 541.
Communication strategies required for effectively managing a classroom and motivating learners. Classroom implementation plan for use in the future classroom including analysis of ethical dilemmas.
Teaching for All [Credits: 1] Merging theory and practice for developing inclusive and responsive curriculum, instruction and assessment in the preK-12 setting during an in-depth field experience. Active involvement in classrooms includes working with ESL, special education and/or other historically under- served students. Pre-Requisite(s): ED300
[Credits: 3] Examines viewpoints on multicultural teaching from historical, national, and current global perspectives. Presents models for curricular change to meet accreditation standards in public schools. Focuses on implementation strategies.
Teacher candidates will reflect upon and build from their student teaching experiences to become more effective practitioners. Graduate level learners will be expected to reflect and synthesize their experiences during seminar and student teaching. Recommended to be taken simultaneously with ED 564 or ED 568.
Literacy applied to content area learning: instructional strategies to develop vocabulary and promote comprehension, assessment techniques to guide instructional planning, and dispositions for content literacy professionals.
Social, emotional, and cognitive learning in the school setting including assessment, instruction, social interactions, and professional learning. Active evaluation of instructional strategies and processes around developing effective learning experiences for all learners. 249
Classroom and school-wide assessment practices. Selection and creation of asset-based assessments, methods for evaluating student learning, nonstandardized and standardized testing practices. Best practices for anti-bias assessment development for use and measurement of student learning and teacher performance within a classroom.
Identity development, culture, community, and personal experiences on student centered classrooms. Differentiated instruction for a culturally and linguistically diverse classroom utilizing modern technology resources.
Supervised teaching for students with majors in Communication Arts and Literature, Health, Mathematics, Sciences, Social Studies and Technology leading to 5-12 licensure.
Supervised teaching for students seeking PreK-12 teacher licensure.
3.00] This course allows a mechanism for masters' level students to receive credit for participation in otherwise noncredit-bearing professional workshops or continuing education course. According to Graduate School policy, there is a limit of 6 credits which applies toward a specifi program.
Experimental, temporary or trial course for groups of students all engaged in the same topic. Topic varies from semester to semester or section to section. A specific content offering may be offered under a topics course number up to three times, after which departments must file for a permanent course number. According to Graduate School policy, there is a limit of 9 credits which applies toward a specific program.
Credit for independent research by a single student arranged and supervised by a faculty member. Not intended for culminating project research such as thesis or starred paper.
Interconnectedness of state learning standards for K-12 learners, curriculum development, and long- and short-range planning. Instructional strategies to deepen student learning in the content areas for a variety of learning environments. Pre-Requisite(s): ED503, ED549
Overview of the graduate program in Curriculum and Instruction. Interpreting educational research.
This course examines how the interrelationship of education and economic, political, social, and cultural systems affects curriculum and instruction. It will also include critical perspectives on schools as agencies of socialization and social stratification in a democratic and pluralistic society.
An introduction to the assumptions, purposes, strategies, interpretation, and reporting of quantitative and qualitative research in education.
3] This course examines literacy theories and research that foster literacy learning, development, and effective instructional practices. In addition, this course seeks to promote literacy environments that advance equity, access, and diverse perspectives.
[Credits: 3] This course examines literacy assessments that help teachers and specialists better understand individual student’s literacy needs and assets in order to develop instructional goals and design instructional support. A variety of assessment tools and methods focused on literacy development in K-12 classrooms will be examined, applied, and critiqued.
This course examines research-based instructional approaches that support literacy development for elementary students in whole group, small group and learning support settings. Candidates apply assessment data to design literacy lessons and teach these lessons to elementary c age students.
This course examines research-based instruction that supports disciplinary and content-area learning, new literacies, critical thinking with young adult literature, and utilization of a wide range of print and multimodal texts for students. In addition, candidates apply assessment data to design literacy lessons and teach these lessons to secondary age students.
This course explores the leadership role of the reading specialist/literacy coach in schools, districts, and community settings. Candidates assess school and district level needs and propose professional development. This course also examines current critical issues in the area of literacy learning.
Foundations of K-12 library media programs. State and national standards, licensure requirements, roles and responsibilities of library media specialists, strategies for collaborating with teachers to integrate library media and technology skills into the curriculum, and examination of current issues and trends.
Resources for Children [Credits: 3] Foundational skills for the selection and evaluation of P-6 print and digital resources and reading, listening, and viewing guidance programs for the library media specialist. Lab.
for Young Adult [Credits: 3] Foundational skills for the selection and evaluation of 5-12 print and 250
Access and organization of information resources and services used in P- 12 education, standards and systems for the creation and maintenance of records.
This course applies basic theory and techniques of administering media programs and services. It is recommended that this course be taken during the latter part of the library media program as preparation for the practicum.
This course provides support for the practicum in the Reading Teacher K-12 Certificate program. Candidates reflect on and synthesize learning from their practicum and share this work with colleagues in the program.
Foundations, development and assessment of curriculum. Influences on definition of curriculum and reform. PreK-16.
Implementation of theory and practice regarding curriculum, instruction, assessment, and learning environments in a K-12 setting through a field experience and seminar. Application of inclusive and equitable curricula, literacy knowledge, and relationship-building strategies. Pre-Requisite(s): ED503, ED552, ED603
Investigation, application, analysis and evaluation of instruction. Includes models and strategies of teaching, the research base, implementation, staff development and peer review.
Research based practical strategies to create learning centered instruction, curriculum and assessment. A Prek-12+ framework for planning and implementation. Review of current literature and programs.
Theory, research, practice in educational multimedia design for informal and instructional experiences. Survey of learning theories, instructional design processes, and development tools (hardware/software). Pre- Requisite(s): ED654
Teachers will develop an understanding of the variety of ways content and instruction can be improved utilizing teaching and learning strategies including technology in the following areas: Keyboarding, Children's Literature & Reading, Mathematics, Science, and Social Studies.
Change in education is necessary. However, because schools are complex organizations, long-lasting change is often difficult to implement and maintain. This course investigates the change process in organizations, the political/societal context for change, and how teachers can become active participants in change. Both change theory and practice will be addressed.
A clinical experience individualized to take into account license requirements for the library media specialist, the candidate's previous experience, special needs, and other special circumstances.
Observational learning experience. May include supervised work in a single setting.
Allows continuous enrollment for Master's students who have completed all required coursework, but are still working on a culminating project. Can be used in final term to meet Graduate Enrollment policy requirement.
A graduate only course that is used for completion of the culminating project of a Master's Degree, including Master's Thesis, Starred Paper and Creative Work. Six credits total are required for graduation for Thesis and Creative Work. Three credits are normally required for Starred Paper.
Source: Saint Cloud State University's catalog, linked per course · table learning_unit · CourseShelf publish 61
