Education
Mentoring the Urban Student (EDUC 1150)
Total Credits:
2
Lecture Credits:
2.00
Lab Credits:
0.00
Description:
This course offers you an opportunity to enrich a young person's life through mentoring. Through collaboration with Big Brothers Big Sisters, you will be matched with a 6- to 13-year-old attending the Interdistrict Downtown School (IDDS). You will meet with the child at IDDS for an hour each week at a prearranged time based on his or her schedule. In addition, weekly course lectures and discussion occur online. You will examine the role of a mentor, the mentoring process, the urban context, developmental assets, bridging differences, boundaries and limit-setting, and issues that often come up in mentoring urban children and youth. No experience with children is necessary. You will need to complete a thorough application process through Big Brothers Big Sisters prior to the first week of class.
Prerequisites:
Placement score into READ 0200 or placement score into ESOL 0052 or completion of READ 0100 or ESOL 0042 with faculty recommendation into ESOL 0052.
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Tutoring Students in Urban Contexts (EDUC 1170)
Total Credits:
3
Lecture Credits:
1.00
Lab Credits:
2.00
Description:
This course examines best practices for tutoring urban students in elementary, middle and secondary school settings. You will participate in intensive tutor training and tutor K-12 students. In order to complete this course, you must be able to complete 50-80 hours of tutoring during the semester. All students enrolled in this course will need to complete an application process through a district or charter school, which will include a background check. Must be taken A-F.
Prerequisites:
Placement score into
READ 1300 or completion of
READ 0200 or
ESOL 0052
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Introduction to Culturally Competent Classroom Management (EDUC 1235)
Total Credits:
3
Lecture Credits:
3.00
Description:
This course is an introduction to different models of guidance and classroom management that demonstrate cultural competence and promote student resiliency, independence and achievement. You will examine your own beliefs about appropriate guidance and develop a cohesive guidance approach with strategies, resources, and pro-social lesson plans for the classroom. You will learn to work with families in ways that engage and involve them in culturally appropriate ways. Throughout the course, you will examine your own biases and how those biases affect classroom guidance and culture. Must be taken A-F.
Prerequisites:
EDUC 1500.
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Technology for Educators (EDUC 1400)
Total Credits:
2
Lecture Credits:
2
Description:
The purpose of this course is to help future educators develop skills in the thoughtful integration of technology in order to support student learning. You will develop technological skills and explore many different tools for planning, instruction, communication and record keeping. You will develop an ongoing professional development plan to continue to meet the dynamic nature of technology. You will be expected to engage in substantive discussions on the "digital divide" as well as ethical and legal issues around technology and information sharing. You will demonstrate your competence using technology by developing an electronic, standards-based portfolio. Must be taken A-F.
Prerequisites:
Placement into
READ 1300 or completion of
READ 0200 or
ESOL 0052
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Introduction to Urban Education and Reflective Practice (EDUC 1500)
Total Credits:
3
Lecture Credits:
2.00
Lab Credits:
1.00
Description:
This course gives prospective educator's perspective on the rewards and challenges of teaching. You will discuss a historical survey of schooling and educational philosophies in the United States. You will discuss current issues facing students, teachers, schools, districts and communities. You will learn strategies for working with and engaging families and communities. You will be expected to critically observe and participate in K-12 schools and community life for at least 30 hours outside of the course time as a requirement for successfully completing the course. Must be taken A-F.
Prerequisites:
Placement score into ENGL 1110 or completion of ENGL 0900 or ENGA 0900 or ESOL 0051.
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Multicultural Human Relations in Education (EDUC 1800)
Total Credits:
3
Lecture Credits:
3.00
Description:
This course introduces prospective teacher candidates approaches of multicultural, anti-oppressive education including issues related to student, family and community diversity based on race, culture, language, class, gender, sexual orientation and ability. You will reflect on your own biases as they relate oppression, privilege and equity in schools and society. Using mandatory field experiences, you will demonstrate the cultural competence that is required of all successful teachers working with diverse youth. Must be taken A-F.
Prerequisites:
Placement score into
ENGL 1110 or completion of
ENGL 0900 or
ENGA 0900 or
ESOL 0051
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Public Work in Urban Schools and Community Sites (EDUC 1900)
Total Credits:
3
Lecture Credits:
2.00
Lab Credits:
1.00
Description:
Using Public Achievement as a teacher-development initiative, you will act on your self-interests and participate on teams to create public work that is nonviolent and contributes to the common good. Working with faculty coaches, you learn the 12 core concepts of Public Achievement and apply them to urban education settings. You will develop collaborative and democratic working skills (Teacher-as-Citizen and Teacher-as-Leader models), both in academic and small-group settings. You will read about democratic pedagogical and community-organizing theories and practices.
Prerequisites:
EDUC 1500 or coordinator's approval.
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Introduction to Language and Language Teaching for ESOL Educators (EDUC 2200)
Total Credits:
3
Lecture Credits:
3.00
Lab Credits:
0.00
Description:
This course is designed for paraprofessionals and tutors working with ESOL populations and introduces basic concepts of language, language acquisition, and language teaching. You will learn and be able to explain how knowledge of these concepts improves your ability to tutor and teach English. You will also apply these concepts to real-life instructional situations. (This course is not for teaching licensure.) This course can be taken concurrently with
EDUC 2300.
Prerequisites:
Placement score into READ 1300 or completion of READ 0200 or ESOL 0052.
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Introduction to Special Education (EDUC 2250)
Total Credits:
3
Lecture Credits:
3.00
Description:
This course explores special education: the history of the field, definitions, classifications, theoretical approaches, service delivery models, trends and issues. You will examine the physical, social, cognitive, and behavioral challenges that affect children and youth with disabilities. You will also become familiar with the legal aspects and key legislation regarding special education, as well as familial and communal contexts, for students with special needs. Must be taken A-F.
Prerequisites:
ENGL 1110 or ENGA 1110.
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Instruction for Exceptional Learners (EDUC 2260)
Total Credits:
3
Lecture Credits:
3
Description:
This course emphasizes approaches to working with exceptional learners, including informal assessment, documentation practices and classroom management skills. You will learn prevention and intervention strategies for working with children and youth with special needs in both educational and alternative settings. You will also examine techniques to analyze and manage challenging and disruptive behaviors. Must be taken A-F.
Prerequisites:
Placement into
READ 1300 or completion of
READ 0200 or
ESOL 0052
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Learning Disabilities and Behavior Disorders (EDUC 2270)
Total Credits:
3
Lecture Credits:
3
Description:
This course prepares students interested in working with children and youth who have learning disabilities and behavior disorders. You will learn the identifiable characteristics of and examine the trends and issues related to these children and youth. You will analyze the effects of dysfunctional behavior on learning, and identify major social, academic, and behavioral characteristics of students with a learning disability and/or a behavior disorder. Must be taken A-F.
Prerequisites:
Placement into
READ 1300 or completion of
READ 0200 or
ESOL 0052
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Communication and Collaboration in Diverse Educational Settings (EDUC 2280)
Total Credits:
2
Lecture Credits:
2
Description:
This course prepares students interested in working with children and youth who have special needs. You will acquire and build skills to interact and work effectively with students, teachers, administrators, parents, and alternative-service providers in school and other settings. Must be taken A-F.
Prerequisites:
Placement into
READ 1300 or completion of
READ 0200 or
ESOL 0052
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Introduction to English for ESOL Educators (EDUC 2300)
Total Credits:
3
Lecture Credits:
3
Description:
This course is designed for unlicensed educators (such as paraprofessionals and tutors) working with ESOL populations and reviews the grammatical structure and sound system of English as required for work with English language learners. You will identify the grammatical structures and aspects of pronunciation in English that cause problems for English language learners. You will also develop strategies and techniques for teaching and tutoring problematic English grammatical structures and aspects of pronunciation. This course can be taken concurrently with EDUC 1200 or
EDUC 1400.
Prerequisites:
Placement into
READ 1300 or completion of
READ 0200 or
ESOL 0052
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Multicultural Approaches to Education (EDUC 2350)
Total Credits:
3
Lecture Credits:
3.00
Description:
This course will aid you in developing a cohesive curriculum philosophy that reflects your beliefs and values and in assembling an extensive repertoire of instructional strategies, tools, and resources designed to foster increased student power, achievement, and equity in education for all students. You will examine research-based instructional strategies for successfully meeting the varying needs of students from ethnically, ability, culturally, socioeconomically and linguistically diverse groups. You will participate in nontraditional pedagogical models in order to evaluate differences in pedagogy and the effectiveness of successful cooperative learning. Must be taken A-F.
Prerequisites:
EDUC 1500.
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Methods and Materials for ESOL Educators (EDUC 2400)
Total Credits:
4
Lecture Credits:
4.00
Lab Credits:
0.00
Description:
This course is designed for unlicensed educators (such as paraprofessionals and tutors) and introduces methods and materials for teaching and tutoring ESOL reading, writing, listening, speaking/pronunciation, and grammar. You will develop, implement, and revise ESOL lesson plans with special emphasis on working with small groups and individualized tutoring. You will also learn how to use embedded technology. By the end of the course you will have an e-folio project that captures and demonstrates the best methods/materials developed during your studies.
Prerequisites:
Placement score into READ 1300 or completion of READ 0200 or ESOL 0052.
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Public Achievement Coaching - Field Experience (EDUC 2600)
Total Credits:
3
Lecture Credits:
2.00
Lab Credits:
1.00
Description:
Using Public Achievement as a teacher-development initiative, you will coach young people in public work teams, leading (or co-leading) a team of urban students through the students' Public Achievement experiences. Working with coach coordinators, you will regularly participate in precoaching meetings as well as self- and group-reflective debriefing meetings. Coaching sites vary from semester to semester, but they are always off-campus.
Prerequisites:
EDUC 1900.
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Education Capstone and Fieldwork (EDUC 2650)
Total Credits:
3
Lecture Credits:
2.00
Lab Credits:
1.00
Description:
This course serves as a capstone for the Education program. You will have the opportunity to enact the theories and practices you have studied by leading a small group of K-12 students in a semester long "praxis" project. As the teacher-facilitator, you will be responsible for crafting lessons and activities with the students that push them to a final project. You will examine your own practices and reflect on your knowledge, disposition, and skills as an educator, as well as develop a plan that includes taking and successfully passing the Minnesota Teacher Licensure Exam in Basic Skills. Must be taken A-F.
Prerequisites:
EDUC 2350
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Teacher's Experience in Urban Schools (EDUC 2900)
Total Credits:
3
Lecture Credits:
2.00
Lab Credits:
1.00
Description:
This course continues the professional development of urban teaching candidates both by having you critically reflect on your academic and life experiences and by having you refine your electronic portfolios for public viewing. Course work expands and deepens your understanding of urban school settings, learners and politics.
Prerequisites:
EDUC 2600.
Co-requisites:
ENGL 1111.
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