EDUCATION (EDUC) - SCHOOL OF EDUCATION

School of Education
Minneapolis Opus Hall (MOH) 207, (651) 962-4980
Debbie Monson, PH.D. (Chair), Liz Fogarty, Ph.D., Lucy Payne, Ph.D., Chelda Smith, Ph.D., Muffet Trout Ph.D.

Note: The University of St. Thomas School of Education programs are in alignment with Minnesota state licensure regulations. Changes in state regulations could affect the programs described below. Please maintain contact with the Department of Teacher Education for the most current information.

The University of St. Thomas School of Education offers a full range of undergraduate and graduate programs for persons who wish to teach in elementary, middle, and secondary school settings. Candidates who become educators through the Department are part of a proud tradition that goes back over three-quarters of a century, completing programs that embrace the liberal arts, emphasize ethical practice, and prepare creative, reflective educators dedicated to the success of all learners. Current programs are offered within the School of Education’s mission:

Inspired by Catholic intellectual tradition, the University of St. Thomas School of Education educates practitioners to be morally responsible leaders who think critically, act wisely and work skillfully to advance the common good.

Programs are designed to meet or exceed Minnesota State Board of Teaching licensure requirements.

Because of the number of required courses and the options available, it is suggested that students considering an education degree contact a department adviser as early as possible in their college career. Ongoing state licensure rule changes make careful planning particularly important. Current Teacher Education students can view specific policies on department Canvas site.

Admission to the Program

Students apply for admission to the program while enrolled in EDUC 210. Criteria for admission to the education program include:

Cumulative GPA of at least 2.75 for all credits earned at UST

Retention in the Program

Students accepted into the program must:

Maintain a 2.75 GPA
Earn a grade of C or better in all education courses
Earn a grade of C- or better for all content area and allied content courses required for licensure
Demonstrate ability to consistently exhibit all professional dispositions
Show evidence of satisfactory field experiences
Successfully complete program Assessments at Transition Points

The department reserves the right to dismiss candidates from the licensure programs based on violations of the professional dispositions standards or unsatisfactory progress toward meeting state-mandated licensure standards.

Block 4 and Clinical Practice (Student Teaching)

In order to take Block 4 courses and participate in Clinical Practice, a candidate needs the following: senior status; successful completion of Assessments at Transition Points; satisfactory completion of all education courses in Blocks 1, 2, and 3 and licensure-related content courses; and satisfactory demonstration of all Minnesota Standards of Effective Practice. World Languages candidates must arrange to pass the Oral Proficiency Interview (based on ACTFL Guidelines). For information regarding this, contact the Field and Clinical Placement Manager in the School of Education.

With Departmental approval, candidates may be able to complete half of their Clinical Practice in an international setting.

Program Completion

Following completion of all program requirements, a candidate may apply for Minnesota state licensure. Many other states offer reciprocal entry licenses for candidates completing our program requirements. Since all states’ requirements are unique, any candidate planning to teach in another state is strongly advised to check with that state in advance to satisfy those requirements.

Current offerings for Education

Education Undergraduate Courses

Education Undergraduate Courses
Course Number	Title	Credits
EDUC 110	Intro to Music Education	1
Description of course Intro to Music Education :	An orientation to the profession of music education. Overview of historical, philosophical, sociological and psychological foundations of music education and related music professions. Exploration of the relationships of these foundations to individual and group instructional settings, vocational issues, and concerns of musicians working as performers, teachers, administrators and business owners. Field observations in a variety of instructional settings. Offered fall semesters.
EDUC 176	Diction for Singers	2
Description of course Diction for Singers :	An introduction to pronunciation in multiple languages, utilizing the International Phonetic Alphabet (IPA). Special emphasis on the problems encountered by the singer. Offered fall of even years.
EDUC 177	French Diction for Singers	1
Description of course French Diction for Singers :	An introduction to French pronunciation, utilizing the International Phonetic Alphabet. A guide to the use of the dictionary in the language. Special emphasis on the problems encountered by the singer. Offered fall of even years.
EDUC 207	EarlyElem Music Methods PreK-2	2
Description of course EarlyElem Music Methods PreK-2 :	Contemporary music pedagogy for children in pre-Kindergarten through Grade 2. Examination of goals, objectives, diverse music repertoire, spiral curriculum content and skill development, strategies, materials, and methods. Study of learning styles, developmental stages, and culturally sensitive materials. Designing lessons and classroom environments for effective music teaching and learning. Techniques for classroom management and discipline. National and state standards for music education relative to Grades pre K-2 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: soprano recorder and lap dulcimer. Offered spring of odd numbered years.
EDUC 210	Education: Issues and Policies	4
Description of course Education: Issues and Policies :	This course is a critical analysis of education as a career choice, as a tool of society, and as a crucial path to a positive future in a rapidly changing world. Education's impact is examined from personal, historic, philosophic, social, and policy perspectives; schools are studied as complex organizations within an increasingly assessment and technology-driven context and global environment. The course includes a research-based exploration of critical issues in education and a guided, reflective, in-school field experience (30 hours).
EDUC 218	Teach Tech for Brass Inst	2
Description of course Teach Tech for Brass Inst :	This course will acquaint the prospective music teacher with the basic knowledge and skills of performance pedagogy of brass instruments which include proper embouchure, tone production, intonation, breathing, articulation, posture, and fingering patterns. Students will become familiar with the construction and operation of these instruments and be able to make minor repairs. The students will gain knowledge of representative beginning through grade 12 solo and ensemble repertoire from diverse periods and become acquainted with instructional materials for beginning, intermediate, and advance levels of students. Students will learn how to select instruments, mouthpieces, and other equipment appropriate for elementary and secondary instrumental pupils. Offered fall of odd years.
EDUC 220	Teach Tech for Percussion	2
Description of course Teach Tech for Percussion :	This course will acquaint the prospective instrumental music teacher with the basic knowledge and skills of performance pedagogy of percussion instruments which include proper technique, tone production, intonation, articulation, posture, and patterns. Students will become familiar with the construction and operation of these instruments and be able to make minor repairs. The students will gain knowledge of representative beginning through grade 12 solo and ensemble repertoire from diverse periods and become acquainted with instructional materials for beginning, intermediate, and advance levels of students. Students will learn how to select instruments and other equipment appropriate for elementary and secondary instrumental pupils. Offered fall of even years.
EDUC 221	Teach Techniques for Woodwind	2
Description of course Teach Techniques for Woodwind :	This course will acquaint the prospective instrumental music teacher with the basic knowledge and skills of performance pedagogy of woodwind instruments that include proper embouchure, tone production, intonation, breathing, articulation, posture, and fingering patterns. Students will become familiar with the construction and operation of these instruments and be able to make minor repairs. The students will gain knowledge of representative beginning through grade 12 solo and ensemble repertoire from diverse periods and become acquainted with instructional materials for beginning, intermediate, and advance levels of students. Students will learn how to select instruments, mouthpieces, and other equipment appropriate for elementary and secondary instrumental pupils. Offered spring of even years.
EDUC 307	Interm Elem Music Methods(3-5)	2
Description of course Interm Elem Music Methods(3-5) :	Contemporary music pedagogy for children in grades 3-5. Examination of goals, objectives, diverse music repertoire, spiral curriculum content and skill development, strategies, materials, and methods. Study of learning styles, developmental stages, and culturally sensitive materials. Designing lessons and classroom environments for effective music teaching and learning. Techniques for classroom management and discipline. National and state standards for music education relative to grades 3-5 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: autoharp; pitched and unpitched percussion. Offered fall of odd numbered years. Prerequisite: EDUC 207
EDUC 308	Pedagogy&Lit for Music Perf I	2
Description of course Pedagogy&Lit for Music Perf I :	This class will survey methods and materials for performance studies. Discussions will include principles of technique, learning theories, musicianship, and performance based upon a wide and diverse body of literature. Students should sign up for section numbers that correspond with primary area of performance. Section 1: Voice; Section 2: Keyboard; Section 3: Guitar; Section 4: Winds/Percussion/Brass.
EDUC 309	Pedagogy&Lit for Music Perf II	2
Description of course Pedagogy&Lit for Music Perf II :	A continuation of Pedagogy and Literature for Music Performers I, this class will survey methods and materials for performance studies. Discussions will include principles of technique, learning theories, musicianship, and performance based upon a wide and diverse body of literature. Students should sign up for section numbers that correspond with primary area of performance. Section 1: Voice; Section 2: Keyboard; Section 3: Guitar; Section 4: Winds/Percussion/Brass. Prerequisites: EDUC 308/MUSC 308
EDUC 314	Secondary Music Methods (6-12)	3
Description of course Secondary Music Methods (6-12) :	Contemporary music pedagogy for children in grades 6-12. Examination of goals, objectives, diverse music repertoire, spiral curriculum content and skill development, strategies, materials, and methods. Study of learning styles, developmental stages, and culturally sensitive materials. Designing lessons and classroom environments for effective music teaching and learning. Techniques for classroom management and discipline. National and state standards for music education relative to grades 6-8 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: guitar, small ensembles, beginning arranging. Offered spring of even numbered years.
EDUC 316	C&I (5-12) Comm Arts & Lit	4
Description of course C&I (5-12) Comm Arts & Lit :	This course is designed to prepare teachers who will effectively engage learners with the curriculum of Communication Arts and Literature. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; national and state standards; performance based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; Concurrent registration: EDUC 336 Field Exp III: (5-12) Communications Arts & Literature.
EDUC 317	C&I: (5-12) Math	4
Description of course C&I: (5-12) Math :	This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data-driven instruction decisions; lesson and unit planning; and curriculum and technology integration. The course includes a clinical experience. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 341 Field Experience III: 5-12 Mathematics.
EDUC 318	C&I:(5-12) Science	4
Description of course C&I:(5-12) Science :	This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data-driven instructional decisions; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 344 Field Experience III: 5-12 Science.
EDUC 319	C&I: (5-12) Social Studies	4
Description of course C&I: (5-12) Social Studies :	This course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades 5 through 12, including curriculum content and sources; performance based assessment strategies; connections with community resources; national and state standards; data literacy and data driven instructional decisions; lesson and unit planning; and technology integration. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration: EDUC 346 Field Experience III: 5-12 Social Studies.
EDUC 324	Teach. Techniques for Strings	2
Description of course Teach. Techniques for Strings :	Teaching Techniques for the String Family: The teaching-techniques courses are designed to acquaint the prospective instrumental teacher with the fundamental principles underlying the correct playing of wind, percussion and string instruments. Basic concepts important in teaching others to play these instruments are stressed. The uses and merits of a variety of method books are discussed as they pertain to lesson and unit planning. Solo and ensemble literature also are covered. Students will learn how to select instruments, mouthpieces and other equipment appropriate for elementary and secondary instrumental pupils. Offered spring of odd years.
EDUC 327	Engineering in P-12 Clrm	4
Description of course Engineering in P-12 Clrm :	This course will focus on an overview of current P-12 engineering education programs; exploration of pedagogy; and content; links to national and State Academic Standards; and a survey of assessment mechanisms that evaluate impact of classroom initiatives. A variety of delivery modes will be used to introduce students to methods and to educators who have successfully introduced engineering into a wide variety of classes across several disciplines. Engineering resources for teachers will be presented and discussed. A final project is required, in which students create a unit or module focused on a hands-on engineering activity for P-12 students in their licensure area.
EDUC 329	Diversity & Cultural Comp	4
Description of course Diversity & Cultural Comp :	This course is designed to equip students with the knowledge, practices, and dispositions to humanize those who are historically underserved. The course engages students with issues such as race, intersectionality, class, gender, exceptionality, oppression, and discrimination while examining the crucial role of educators in influencing positive, systematic change for social justice.
EDUC 330	Psychology of Tchg & Lrng	4
Description of course Psychology of Tchg & Lrng :	This course integrates principles of learning with evidence-based strategies for effective instruction. Prospective K-12 teachers explore the scientific knowledge base that underlies good teaching and build a repertoire of practices to support individual learner success within positive classroom environments. Participants analyze and personalize standards-based instruction, differentiation strategies, performance-enhancing assessment, and technology-assisted teaching and learning. Prerequisite: EDUC 210 or permission of chair. Concurrent registration: EDUC 332 Field Experience II: Learning and Teaching.
EDUC 332	Field Exp II: Learning&Teach	0
Description of course Field Exp II: Learning&Teach :	The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The second formal field experience is a supervised 30-hour guided, reflective, in-school field experience that focuses on questions involving the exploration of learning and teaching: Who are the learners and how do they learn? In what ways are they diverse? What general approaches can I use to meet each learner's needs? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 210 and concurrent registration with EDUC 330
EDUC 336	FldExpIII:(5-12)Comm Arts & li	0
Description of course FldExpIII:(5-12)Comm Arts & li :	The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a Professional? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 316
EDUC 337	FldExpIII:(K-6)Elementary	0
Description of course FldExpIII:(K-6)Elementary :	The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisite: EDUC 330, 332 and concurrent registration with EDUC 370
EDUC 339	Fld Exp III: (5-12) Health	0
Description of course Fld Exp III: (5-12) Health :	The University of St. Thomas Teacher program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 330, 332 and concurrent registration with HLTH 351
EDUC 341	Fld Exp III: (5-12) Math	0
Description of course Fld Exp III: (5-12) Math :	The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and disposition of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 317
EDUC 342	Fld Exp III: (K-12) Music	0
Description of course Fld Exp III: (K-12) Music :	The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? Prerequisite: EDUC 330, 332
EDUC 343	FldExpIII:(K-12) Physical Ed	0
Description of course FldExpIII:(K-12) Physical Ed :	The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help develop as a professional? Prerequisite: EDUC 330, 332 and concurrent registration with PHED 404 or HLTH 351
EDUC 344	Fld Exp III: (5-12) Science	0
Description of course Fld Exp III: (5-12) Science :	The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 318
EDUC 345	Adolescent Literature	2
Description of course Adolescent Literature :	Survey of contemporary literature for adolescent; exploration of ways in which this literature meets the reading interests and needs of adolescents; emphasis on developing familiarity with literature read by adolescents; methods and programs to stimulate reading interests and practices. Prerequisite: EDUC 210
EDUC 346	FldExpIII:(5-12)Social Studies	0
Description of course FldExpIII:(5-12)Social Studies :	The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice the knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 319
EDUC 347	FldExpIII:(K-12)World Lang	0
Description of course FldExpIII:(K-12)World Lang :	The University of St. Thomas Teacher Education program utilizes a progression of structured, in-school field experiences to expand the vision and professionalism of program candidates. Field experiences are designed to complement university classroom learning by providing opportunities for candidates to practice knowledge, skills and dispositions of effective educators across the grade ranges for which they will be licensed and with diverse student populations. The third field experience is a supervised, reflective, in-school opportunity that focuses on questions involving the role of curriculum and instruction: What determines my curriculum choices? Why am I teaching what I'm teaching? What strategies can I use to differentiate instruction for diverse learners? How do I assess student learning? How can I maximize this opportunity to help me develop as a professional? By Special Permission Only. Prerequisites: EDUC 330, 332 and concurrent registration with EDUC 380
EDUC 350	Lang Dev, Literacy & Lit I	4
Description of course Lang Dev, Literacy & Lit I :	This course is Part I of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literary instruction for meeting the diverse needs of all students. The course presents developmentally appropriate practice for kindergarten, primary, and intermediate grades, the current knowledge base of research, and recommendations for professional development. As the introductory course in literacy, it focuses on language development, assessment and interpretation of relevant data regarding literacy processes, and serves as the knowledge base for understanding curricular development in and applications for literacy in the elementary classroom. Participants will research critical issues in the field of literacy development. Prerequisite: 210
EDUC 351	Planning and Assessment	2
Description of course Planning and Assessment :	This course explores a scientific knowledge base that underlies good teaching practices. Prospective P-12 teachers will learn principles for planning instruction and assessing student learning and then integrate these principles into strategies for effective instruction. Prospective teachers will learn to apply the principles of planning for instruction and assessing student learning through reading, discussion, creating and school observations. Prerequisites: EDUC 330
EDUC 355	Reading for 5-12 Teacher	4
Description of course Reading for 5-12 Teacher :	This course is designed to equip prospective teachers with knowledge, skills and attitudes for assisting grades 5-12 students to effectively gain knowledge from content-area written media. Campus and school-site experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. Emphasis is on supporting students' academic achievement through research-based, differentiated strategies for teaching content through reading materials such as textbooks, written directions, newspapers, graphs/charts/maps, and manuals. Prerequisite: 210
EDUC 358	Addt'l Lang Acq for Div Lrners	4
Description of course Addt'l Lang Acq for Div Lrners :	This course is an overview of additional language acquisition principles, theories, issues and implications for teaching diverse learners in K-12 settings. Special attention will be paid to differences between first, and second or additional language acquisition. Part of this course involves collecting data from language learning situations and critically examining it against theories and our personal assumptions.
EDUC 361	Lang & Culture for Acad Devel	4
Description of course Lang & Culture for Acad Devel :	This course examines the roles culture and society play in the acquisition of an additional language. Aspects of sociolinguistics and anthropology will be addressed as will the impact of social class and gender on student experiences with schooling. A primary focus will be on field observations and interactions with linguistically and culturally diverse learners in K-12 classrooms. The course will look specifically at some of the large immigrant and refugee populations in Minnesota, including newly arrived linguistic and cultural groups.
EDUC 362	Vocal Pedagogy for Singers	1 TO 2
Description of course Vocal Pedagogy for Singers :	Study of the physical structure of the vocal mechanism. Development of teaching techniques to promote life-long healthy singing, including appropriate vocal exercises and choral and solo repertoire; Special attention to unchanged child voice, adolescent changing voice, and adult singer. Offered fall semester of odd years.
EDUC 363	Intro-Ling for Div Lners Tchrs	4
Description of course Intro-Ling for Div Lners Tchrs :	This course examines an array of tools that inform language teaching. The course will include an overview of phonetics, IPA, phonology, morphology, syntax, semantics, historical- comparative linguistics and language universals. This course explores how teachers can use the above tools to structure instruction such that diverse learners will develop academic language proficiency in the areas of listening, speaking, reading and writing.
EDUC 364	Lit/Oral Lang Dev-Div Lrners	4
Description of course Lit/Oral Lang Dev-Div Lrners :	This course examines current theories, instructional methods and materials, and issues in teaching reading, writing and oral language development to diverse learners. The course will focus on the foundations for successful literacy instruction for linguistically and culturally diverse learners, including the importance of academic oral language practice and development. Relevant research will be investigated, and relationships between research and best practice will be discussed and applied.
EDUC 366	Phil & Org of Middle Schools	2
Description of course Phil & Org of Middle Schools :	A comparison of the conceptual structure and methodology of various organizational units in American education, with special focus on the unique characteristics of the middle school and the middle school child. Required for Middle Level Endorsement.
EDUC 367	Interdis Plan for Middle Schls	2
Description of course Interdis Plan for Middle Schls :	A basic inquiry into instructional skills, techniques and methods of developing actual classroom experiences in literature, math, science, social studies, art, music, physical education, and language for all middle school children. Special emphasis will be placed on developing interdisciplinary units for middle level learners. Required for Middle Level Endorsement. Prerequisite: EDUC 366
EDUC 368	Testing & Eval for Div Lrners	2
Description of course Testing & Eval for Div Lrners :	This course looks at issues involved in the testing and assessment of diverse learners in a variety of educational settings. Instruments and procedures for assessing the language proficiency, as well as content knowledge and skills will be examined and discussed. Uses of test results, assessing the four language domains and issues of advocacy will be included.
EDUC 370	Lang Dev, Literacy & Lit II	4
Description of course Lang Dev, Literacy & Lit II :	This course is Part II of a two-course literacy sequence designed to introduce the pre-service teacher to the theory and practice of elementary curriculum and instruction in the areas of reading, language arts, and children's literature. Campus and elementary school experiences emphasize best practice in literacy instruction for meeting the diverse needs of all students. The course presents research-based best practices in teaching for kindergarten, primary, and intermediate grades. This second course in the literacy sequence extends the foundations in language, assessment and interpretation of relevant data regarding literacy processes, and explorations into children's literature to classroom applications in composing processes (writer's workshop), assessment and evaluation as it informs teaching, planning and reflection, and interdisciplinary instruction. Participants will research critical issues in the field of literacy development. By Special Permission Only. Prerequisites: EDUC 330, 332 and 350; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 371, 372, 373; or permission of Chair
EDUC 371	Teaching Math & Technology	4
Description of course Teaching Math & Technology :	This course is designed to prepare teachers who will effectively engage learners with mathematics and technology. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisites: EDUC 330, 332 and MATH 100, 121; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 370, 372, 373; or permission of chair
EDUC 372	Teaching Sci/Healthy Living	4
Description of course Teaching Sci/Healthy Living :	This course is designed to prepare teachers who will effectively engage learners with science and help them have the skills for lifelong healthy, active living. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisites: EDUC 330, 332; successful completion of Assessment II and admission to advanced candidacy; concurrent registration with EDUC 337, 370, 371, 373; and permission of Chair
EDUC 373	Teaching Soc Study/Fine Art	4
Description of course Teaching Soc Study/Fine Art :	This course is designed to prepare teachers who will effectively engage learners with Social Studies and the Fine Arts. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 6, including curriculum content and sources; national and state standards; performance-based assessment strategies ; data literacy and data-driven instructional decisions; connections with community resources; lesson and unit planning; and technology integration. The course includes field-based experiences. By Special Permission Only. Prerequisites: EDUC 330, 332 successful completion of Assessment II and admissions to advanced candidacy; concurrent registration with EDUC 337, 370, 371, and 372, or permission of Chair.
EDUC 378	Grammar Instr for Div Lrnrs	4
Description of course Grammar Instr for Div Lrnrs :	This course systematically examines the grammar of English specifically as it relates to the teaching of English to non-native speakers and bilingual learners. The class will examine English structures in depth, recognize basic linguistic features of English including morphology, syntax and semantics. The relationship of English grammar to other languages will be explored, as will the history and development of English.
EDUC 380	C&I: (K-12) World Languages	4
Description of course C&I: (K-12) World Languages :	This course is designed to prepare teachers who will effectively engage learners with the curriculum of World Languages and Cultures. Emphasis is on application of developmentally appropriate practice and differentiated instruction for a range of learners in grades K through 12, including curriculum content and sources; national and state standards; performance-based assessment strategies; data literacy and data-driven instructional decisions; connections to community resources; lesson and unit planning; and technology in education. By Special Permission Only. Prerequisites: EDUC 330, 332;successful completion of Assessment II and admission to advanced candidacy: concurrent registration with EDUC 347 Field Exp III: (5-12) World Languages and Cultures
EDUC 387	Field Lab I	1
Description of course Field Lab I :	EDUC 387 and 388 is a sequenced Field Lab designed to structure and support the concepts and theories learned in concurrent Year 3 education courses. The paired placement model is intended to support teacher candidates’ professional collaboration and reflective practice during their experiences in the elementary classroom. Teacher candidates will observe and implement instruction in elementary classrooms, with a focus on understanding the strengths and needs of a diverse student population and a commitment to equityand excellence for all learners. Prerequisites: Admission to Professional Studies. Concurrent registration EDUC 387 (fall) with EDUC 351, 431; EDUC 388 (spring) with EDUC 350, 352, 372, 373 and Elementary Education Majors only.
EDUC 388	Field Lab II	1
Description of course Field Lab II :	EDUC 387 and 388 is a sequenced Field Lab designed to structure and support the concepts and theories learned in concurrent Year 3 education courses. The paired placement model is intended to support teacher candidates’ professional collaboration and reflective practice during their experiences in the elementary classroom. Teacher candidates will observe and implement instruction in elementary classrooms, with a focus on understanding the strengths and needs of a diverse student population and a commitment to equity and excellence for all learners. Prerequisites: Admission to Professional Studies. Concurrent registration EDUC 387 (fall) with EDUC 351, 431; EDUC 388 (spring) with EDUC 350, 352, 372, 373 and Elementary Education Majors only.
EDUC 393	Individual Study	2 OR 4
Description of course Individual Study :	No description is available.
EDUC 408	Inclusive Practices	4
Description of course Inclusive Practices :	This course is designed to equip prospective teachers with the knowledge, instructional practices, and dispositions to successfully manage diverse classrooms, using their understanding of multiple learning modalities and all types of diversity to promote all students’ personal and academic achievement. The course engages candidates with inclusive practices for learner variations in the areas of: special education (SPED) and English as a second language (ESL), while examining the crucial role of educators in influencing positive, systemic change for social justice.  Prerequisites: Successful completion of year 3 education course sequence and Elementary Education majors. Prerequisites: EDUC 350
EDUC 409	Residency in Teaching I	2
Description of course Residency in Teaching I :	Residency in Teaching I is the first semester of a year-long residency placement in the elementary school.  Teacher candidates will concurrently register for Year 4 education courses: EDUC 370 - Language Development, Literacy & Literature II, EDUC 371 - Teaching Elementary Mathematics, and EDUC 4xx - Inclusive Practices for Learning Variations.  The early residency experience provides the opportunity for candidates to participate in the opening of the new academic year and to directly apply the knowledge and skills gained in the concurrent coursework.  Extended periods of time in the field combined with reflective practice seminars build a cohesive link between on-campus coursework and the realities of the classroom. Residency in Teaching I is a part-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses.
EDUC 410	Environments for Learning	2
Description of course Environments for Learning :	This course, grounded in research-based interventions, is designed to assist in developing knowledge and skills to plan, implement and assess classroom environments, engagement, and interactions.  The course will provide an overview of multi-tiered systems of support and focus on strategies to create positive and engaging classroom environments for all students.  Students will examine the basic components of classroom culture and relationships, ways to teach classroom expectations and routines, and plan for responses to appropriate and challenging behavior.
EDUC 411	Residency in Teaching II	10
Description of course Residency in Teaching II :	As the culminating experience of the teacher licensure program, Residency in Teaching II fulfills the official student teaching requirement and provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. This is the second semester of a year-long residency placement in the elementary school. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Residency in Teaching II is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, 3, and Residency in Teaching I; plus satisfactory completion of all licensure-related content courses. Prerequisites: unconditional admission to the teacher education program and to the teaching residency; satisfactory completion of all education courses in Years 1, 2, and 3; plus satisfactory completion of all licensure-related content courses.
EDUC 418	Choral/Instrument Mus Methods	2
Description of course Choral/Instrument Mus Methods :	Contemporary music pedagogy for children in grades 9-12. Examination of goals, objectives, diverse music repertoire, spiral curriculum content and skill development, strategies, materials, and methods. Study of learning styles, developmental stages, and culturally sensitive materials. Designing lessons and classroom environments for effective music teaching and learning. Techniques for classroom management and discipline. National and state standards for music education relative to grades 9-12 music curricula. Emphasis on artistic teaching. Instrument lab meets one hour per week: advanced electronic applications, advanced arranging, non-traditional ensembles. Offered fall of even years.
EDUC 431	Learning Design with Tech	4
Description of course Learning Design with Tech :	This course examines learning theories, philosophies and their implications on the use of technology, as well as the history and development of learning technologies. Additionally, students will examine current trends and future challenges in education technology. Students will learn a variety of learning technologies and advocate sound integration of technology into curriculum. Issues on the design, development, and implementation of technology will be discussed. Students will integrate learning technologies into their curriculum planning in the specific content areas that address student needs and meet with the technology or content standards. As a capstone project, students will develop a portfolio to reflect upon the knowledge and skills acquired through their major. Prerequisites: EDUC 460 or 463, which can be taken concurrently, and 80 completed credits.
EDUC 432	Learn Design w Tech Internat'l	4
Description of course Learn Design w Tech Internat'l :	This course leverages an interdisciplinary approach that employs technology in the design of educational activities in an international context. The participants will develop competency in working with diverse and English Language learners through technology-enriched learning activities. The course topics include learning theories, culturally responsive teaching, effective learning design framework, and strategies to engage K-12 learners. Issues on the design, development, implementation, and assessment of technology integration in an international context will be discussed. Program participants will integrate learning technologies into their curriculum planning in the specific content areas that address student needs and meet with the technology or content standards. Through course readings, lectures, activities, and site visits, students will develop in-depth knowledge and firsthand international teaching experiences through interaction with students, teachers, and school administrators in international settings. This course will immerse students in the school environments to develop their own views on the opportunities and challenges of the educational systems with the aim to enrich their own teaching activities and learning environments in the United States. As a capstone project, students will develop a portfolio to reflect upon the knowledge and skills acquired through their major. Prerequisites: 80 completed credits
EDUC 460	ClinPrac: StuTching & Sem	10
Description of course ClinPrac: StuTching & Sem :	As the culminating experience of the teacher licensure program, clinical practice (student teaching) provides the opportunity for candidates to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist candidates to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice, along with the accompanying seminars and the final components of EDUC 456, is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Senior status; unconditional admission to the teacher education program; satisfactory completion of all education courses in Blocks 1, 2, and 3; satisfactory completion of all licensure-related content courses; plus admission to clinical practice.
EDUC 463	Stu Teach&Sem:Dual License	12
Description of course Stu Teach&Sem:Dual License :	This clinical practice section is intended for candidates seeking licensure in multiple fields or grade ranges requiring additional credits and time in the classroom. As the culminating experience of the teacher licensure program, clinical practice provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars assist students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Clinical practice is a full-time, full-semester commitment under the supervision of university and school-based professionals. Prerequisites: Satisfactory completion of all education courses in Blocks 1, 2, and 3, plus unconditional admission to the teacher education program, plus admission to clinical practice, senior status.
EDUC 488	Topics	2
Description of course Topics :	The subject matter of these courses will vary from year to year, but will not duplicate existing courses. Descriptions of these courses are available in the Searchable Class Schedule on Murphy Online, View Searchable Class Schedule
EDUC 490	Topics	4
Description of course Topics :	The subject matter of these courses will vary from year to year, but will not duplicate existing courses. Descriptions of these courses are available in the Searchable Class Schedule on Murphy Online, View Searchable Class Schedule
EDUC 495	Individual Study	1 TO 4
Description of course Individual Study :	No description is available.

Special Education Undergraduate Courses

Special Education Undergraduate Courses
Course Number	Title	Credits
SPUG 402	Comm & Soc Interventions	4
Description of course Comm & Soc Interventions :	The purpose of this course is to learn to assess, evaluate, identify needs, develop goals and objectives, design intervention plans, monitor effectiveness and adjust programming for individuals with communication and social skill needs. This course provides an overview of typical social and communication development, as compared and contrasted to the delayed and disordered social and communication development of individuals who experience challenges, and the impact of communication and social differences on learning and behavior.
SPUG 403	Methods Autism Spec Dis	4
Description of course Methods Autism Spec Dis :	The purpose of this course is to develop an understanding of ways that autism spectrum disorder may effect an individual's social communication skills, behaviors, thinking and perceiving, sensory processing, motor skills, vocational skills, academic skills, organizational skills, and other functional skills. This course provides the skills necessary to develop, implement, and evaluate the effectiveness of an Individual Education Plan (IEP) for an individual with ASD utilizing evidence-based practices and methodologies for teaching students with ASD.
SPUG 414	Collab, Co-teach & Technology	4
Description of course Collab, Co-teach & Technology :	The purpose of this course is to develop professional practices including developing an ethic of collaboration and the knowledge and skills needed to effectively collaborate with faculty, administrators, students, para-educators, families, and community members; applying collaboration practices when co-teaching, consulting, developing interagency agreements, and supervising paraprofessionals; and utilizing current educational technology in the classroom to impact student learning. This course provides these professional practices in the context of program planning and implementation for students receiving special education services.
SPUG 416	Fund: Stu w/Mild-Mod Needs	4
Description of course Fund: Stu w/Mild-Mod Needs :	The purpose of this course is to provide an overview to the educational disabilities of autism spectrum disorder (ASD), developmental disabilities (DD) including developmental cognitive disabilities (DCD), emotional or behavioral disorders (EBD), specific learning disabilities (LD) and other health disorders (OHD). This course covers history, definitions, eligibility criteria, characteristics, etiology, and professional organizations and resources. This course provides fundamental information about individualized education program (IEP) development, use of assistive technology (AT), and contemporary issues in the field.
SPUG 417	Elem Acad Interv & Literacy	4
Description of course Elem Acad Interv & Literacy :	The purpose of this course is to provide a comprehensive overview of major models and instructional approaches related to (a) validated teaching practices and evidence-based instruction (b) teaching reading and writing to students with mild disabilities in inclusive elementary classrooms (c) teaching mathematics to students with mild disabilities in inclusive elementary classrooms. This course provides students the opportunity to critically examine and reflect on ways in which teachers can develop systematic instructional programs to support a diverse population of learners in an era of inclusion and standards utilizing research-based interventions.
SPUG 418	Sec Acad Interv and Transition	4
Description of course Sec Acad Interv and Transition :	The purpose of this course is to address the knowledge and understanding of the academic, social and functional needs of students at the secondary level identified as having mild to moderate disabilities. This course provides current evidence-based practices for modifying and adapting content-area curricula with an emphasis on writing, math, and reading at the secondary level along with transition planning, assessment and the development of individualized education programs (IEP) for secondary-level students.
SPUG 419	Methods: Soc Emot Behav Interv	4
Description of course Methods: Soc Emot Behav Interv :	The purpose of this course is to examine the social, emotional, and behavioral development in students with mild to moderate disabilities and corresponding range of interventions utilizing a 3-tiered prevention model for supporting social, emotional, and behavioral competence. This course provides knowledge and skill in designing, implementing and evaluating social, emotional, and positive behavioral interventions for universal, secondary, and individual positive behavioral support.
SPUG 420	Student Teach & Seminar SPED	8
Description of course Student Teach & Seminar SPED :	The purpose of this course is to facilitate development of effective teaching skills for professionals in special education with an emphasis on using evaluation and assessment information to plan developmentally appropriate individualized programs in the least restrictive environment (LRE) for children with special needs. As the culminating experience of the teacher licensure program for those in the University of St. Thomas (UST) Special Education Licensure Program, clinical practice provides the opportunity for students to apply their knowledge and skills of teaching and learning with students with disabilities. Clinical practice includes 100 hours of field experiences and 12 weeks of student teaching. The clinical practice occurs in an educational setting that provides an opportunity to work with students with disabilities according to state license criteria. Accompanying seminars support examination of applied use of evidence-based practices. Prerequisites: Special Education Major and Teacher of Education Minor completed.
SPUG 421	Twice Excep&Underserved GCT	4
Description of course Twice Excep&Underserved GCT :	This course focuses on recognizing, understanding, and accommodating the needs of students with gifts or talents who also present with specified disabilities, such as ASD, EBD, ADD/ADHD, and LD, economically disadvantaged learners, culturally diverse, and ELL learners. The course will focus on: (1) the most recent developments in identification and assessment; and (2) research-based program, curricular, and instructional services that accommodate the needs of these four general categories of special needs and underserved gifted learners.
SPUG 440	Methods:EC Spec Education	4
Description of course Methods:EC Spec Education :	The purpose of this course is to facilitate development of effective teaching skills for professionals in Early Childhood Special Education (ECSE), birth-6 with an emphasis on using evaluation and assessment information to plan developmentally appropriate individualized programs in the least restrictive environment (LRE) for children with a variety of disabling conditions. This course provides an emphasis on activity and play-based intervention and special methods for use with children with motor, sensory, health, communication, social-emotional and/or cognitive disabilities.
SPUG 444	Fund: Infants/Toddlers	4
Description of course Fund: Infants/Toddlers :	The purpose of this course is to provide a foundation for working with infants and toddlers with disabilities and their families in natural environments in early intervention programs (birth-3). This course provides an emphasis on early childhood atypical and typical development, family-centered care, activity-based intervention in natural environments, curriculum for birth-3 programs, planning and conducting family-centered home visits, community services, and transitions to ECSE (ages 3-6) programs.
SPUG 445	Educational Assessment	4
Description of course Educational Assessment :	The purpose of this course is to examine the technical adequacy and educational viability of assessment instruments in determining screening, evaluation, eligibility, student progress monitoring and data-based instructional planning and individualized education program (IEP) planning practices for students with educational disabilities. This course provides practice with a variety of measures, including standardized instruments in test administration, scoring and interpretation, and informal and observational assessment data collection and reporting.
SPUG 450	Fundamentals Special Ed	4
Description of course Fundamentals Special Ed :	The purpose of this course is to provide an overview of special education and specific categories of exceptionality and examine the theories, legal mandates, definitions, and terminology related to special education. This course provides characteristics of individuals with exceptionalities including but not limited to: gifted and talented, autism spectrum disorder, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education, other health disorders, and speech and language disorders.
SPUG 451	Positng & Hdlg & AAC Strat	4
Description of course Positng & Hdlg & AAC Strat :	The purpose of this course is to provide a detailed discussion of normal gross motor, fine motor, oral motor and sensory development, followed by examination of the implications of the development of abnormal movement, sensory dysfunction, and augmentative and alternative communication (AAC). This course provides current positioning and handling theories and techniques and feeding interventions along with an overview of sensory defensiveness and optimal arousal states critical to successful learner performance. Practicum experience with classmate partners and children with physical or sensory impairment includes transfer and lifting techniques and equipment usage. . This course includes an examination of the principles and procedures involved in AAC assessment as well as practical guidance on designing and implementing intervention strategies that meet AAC needs and improve the lives of individuals who have severe communication disorders.
SPUG 454	Methods: Dev Disabilities	4
Description of course Methods: Dev Disabilities :	The purpose of this course is to examine philosophies, perspectives, methods and materials for supporting the learning of students with developmental disabilities who have extensive or pervasive needs for support. This course provides learning characteristics, curricular approaches and models, systematic instructional strategies, adaptations, friendships and other natural support networks, self-determination, use of technology, planning for transition and potential services for adults.
SPUG 478	Fundamentals: Preschoolers	4
Description of course Fundamentals: Preschoolers :	The purpose of this course is to provide a foundation for working with preschoolers and their families in early childhood and early childhood special education programs with an emphasis on typical and atypical early-childhood development, developmentally appropriate practice, and developing curriculum that is functional, appropriate, adaptable and fun. This course provides an opportunity to create curriculum units that enhance child development and are adapted for children with a variety of disabilities.
SPUG 485	ABA: Behavior Interv & Lrn Env	4
Description of course ABA: Behavior Interv & Lrn Env :	The purpose of this course, grounded in applied behavior analysis and research based interventions, is to explore positive behavior interventions and supports for promoting acceptable behavior in educational settings where individuals learn. This course provides skills to set up optimal learning environments to teach and support acceptable behaviors.