BSU Catalog Home | Graduate Professional Education Program | All-University Courses and Descriptions
5110 EDUCATIONAL PSYCHOLOGY (3 credits) A study of the teaching and learning process: teaching with emphasis on planning effective instruction, management, and assessment; learning from behavioral, information processing, and constructivist views focusing on how learning is influenced by cognitive, personal, social, and moral development, and by teaching approaches, motivation, and other factors. Prerequisite: 2.50 overall GPA; Corequisite: ED 5100.
5140 HUMAN RELATIONS IN EDUCATION (3 credits) Study of the causes and psychological dynamics of racism, sexism, and other forms of human oppression. Focus on building teacher/family relationships as a strategy in anti-bias teaching. Prerequisites or Corequisites: ED 5100 and ED 5110.
5160 PHILOSOPHY AND ORGANIZATION OF THE MIDDLE SCHOOL (2 credits) Specific information and skills relative to the development of a philosophy and rationale for a middle school. Emphasis on the relationship between the middle school student, the middle school teacher, and the philosophy, organization (including interdisciplinary planning, advisor/advisee plan, etc.), and program of the middle school.
5170 EDUCATION OF THE AMERICAN INDIAN (3 credits) Survey of traditional and western models used in the education of American Indians from colonial times to the present.
5201 LANGUAGE ARTS I (3 credits) A survey of various approaches and an investigation of the multiplicity of tasks involved in the teaching of elementary school reading. Focuses on emerging literacy development as well as assessment in the early years of learning to read.
5202 LANGUAGE ARTS II (3 credits) Focuses on the use of children's literature in the elementary and middle schools and the role of literature in a balanced literacy program and continued language development. A balanced literacy program includes the integration of reading, writing, spelling, listening, speaking, and viewing skills meeting the needs of diverse learners.
5203 LANGUAGE ARTS III (3 credits) Focuses on literacy components of the elementary and the middle school reading program. Special emphasis is given to the development of literacy skills in writing, listening, speaking, media literacy, and presenting and viewing as a part of a holistic view of language and communication. Prerequisite: ED 5202.
5221 ELEMENTARY MATH METHODS (3 credits) Objectives, materials and methods of teaching modern mathematics. Requires visits to elementary schools.
5250 ELEMENTARY SCHOOL ENVIRONMENTAL EDUCATION (1 credit) Philosophy, objectives, methods, and materials of environmental education. Designed to teach students how to integrate environmental education into the classes of elementary schools.
5257 INTRODUCTION TO ENVIRONMENTAL EDUCATION AND INTERPRETATION (3 credits) Objectives, program ideas, methods, and materials of outdoor education. General and specific techniques of implementing a program of environmental education and interpretation.
5258 ENVIRONMENTAL INTERPRETATION (3 credits) Introduces the student to the profession of interpretation. Students gain an understanding of the principles of interpretation and their application in interpretative services in a wide variety of settings including museums, zoological gardens, industrial sites, and parks.
5350 PEDAGOGY: PLANNING FOR INSTRUCTION (3 credits) Introduction to the elements of designing effective instruction: learners, goals and objectives, teaching strategies, instructional technologies, and assessment, with special attention to the learners. Concepts from educational psychology and human relations are applied to the development of appropriate educational materials for diverse learners. Prerequisites: ED 5100 and ED 5110.
5410 MIDDLE SCHOOL SCIENCE METHODS (2 credits) Introduces methods and materials for teaching science for grades 5-9. Discusses the teaching of science through a hands on process methodology. These methods are practiced through a required practicum with public school students. Various process oriented science curriculum materials are used during class.
5417 TEACHING AND LEARNING IN THE MIDDLE SCHOOL (3 credits) Course provides comprehensive preparation for teaching in the middle school. Topics of study include young adolescent development, the family’s impact on the middle school learner; middle school philosophy and content, instruction, and assessment at the middle school level. Study is given to the impact of technology on middle school teaching and learning. Course is project-focused, meaning content is organized around projects completed by students individually and in teams. Field experience is required.
5500 YOUNG CHILDREN WITH SPECIAL NEEDS (3 credits) Introduction to teaching young children with special needs. Includes discussion of important aspects of education for young children in special education and mainstreamed settings. Students interrelate experiences working with young children having special needs to developing an educational philosophy.
5508 PARENT/PROFESSIONAL TEAM IN EARLY CHILDHOOD (3 credits) Emphasizes cooperative and coordinated educational programming with parents of normally and atypically developing infants, toddlers, and preschool age children. Models of early intervention and parent-teacher educational programs are presented and adapted for use with parents. First is interagency staffing patterns and cooperation among agencies and second is geographic, economic and social factors and related problems. Prerequisites: ED 5670 and/or ED 5500.
5600 changed to SPED 5600 (see below)
5601 ASSISTIVE TECHNOLOGY (3 credits) An overview of assistive technology for use by individuals with disabilities will be covered. Five types of devices will be examined and their uses discussed. They include environmental control devices; simple augmentative communication devices; switches, modules, and mounting systems; computer adapted input devices; and special needs software. This course provides a format via e-mail for discussion regarding application and analysis of assistive technology devices. In addition, students will synthesize and evaluate information on disabilities and assistive technology devices found on the Internet.
5608 MATHEMATICS FOR LEARNERS WITH SPECIAL NEEDS (2 credits) Study of the problems that students who have learning difficulties exhibit in mathematics. Diagnostic, remedial, and instructional activities are developed. Requires an approved elementary (K-4) clinical experience. Prerequisites: ED 5221 or MATH 6061, and SPED 5600.
5620 changed to SPED 5620 (see below)
5630 changed to SPED 5630 (see below)
5640 changed to SPED 5640 (see below)
5650 changed to SPED 5650 (see below)
5670 FOUNDATIONS OF EARLY CHILDHOOD EDUCATION (3 credits) Social, psychological, historical, and educational foundations of kindergarten and prekindergarten programming are explored. Emphasis is placed on efforts of modern programs to adapt curriculum and instruction to the developmental levels and experience backgrounds of young children. Content is geared toward teaching at either the kindergarten or prekindergarten levels. Requirements: Practicum at level of professional interest.
5677 RELATIONS AND MANAGEMENT IN EARLY CHILDHOOD EDUCATION (3 credits) Study and develop skills in relations with young children, parents, and co-workers. Guidance and group management techniques are addressed for working effectively with prekindergarten and young school aged children. Practicum in prekindergarten or school settings is a part of the class.
5700 DEVELOPMENTALLY APPROPRIATE PREPRIMARY EDUCATION (3 credits) Course studies developmentally appropriate curriculum and methods for young learners, prekindergarten - third grade. The use of learning centers, thematic instruction, culturally sensitive teaching techniques, emergent literacy and numeracy, and constructivist educational theory are explored. This is the culminating seminar in early childhood programs and includes a practicum in prekindergarten or kindergarten classroom. Prerequisite: ED 5670
5715 changed to SPED 5715 (see below)
5737 CONTENT AREA READING (3 credits) Intensive study of content area reading issues. Assessment techniques and instructional strategies appropriate for grades four through twelve. Literacy requirements addressed include application competencies that take into account classroom experiences related to various disciplines.
5740 METHODS OF USING INSTRUCTIONAL TECHNOLOGY (4 credits) Fundamentals of theory and practice in using instructional technology in teaching. Explores current and future methods of teaching with technology. Assists teachers and prospective teachers in utilizing various instructional technologies in their teaching. Prerequisite: Consent of instructor.
5747 CURRICULUM DEVELOPMENT FOR INSTRUCTIONAL TECHNOLOGY (4 credits) How to modify existing curriculum to incorporate instructional technologies into the educational program. Focuses on curriculum development processes that link advanced multi-media technologies to the curriculum.
5750 FAMILY, SCHOOL, COMMUNITY RELATIONS (3 credits) Course focuses on family involvement as essential in the successful education of the prekindergarten-12th grade learner. Study is given to family dynamics, trends in family-school relations, problems that inhibit parent involvement, and strategies for productive family involvement. Community and cultural considerations in family-school-community relations are examined. Pertinent "field activities" are required.
5757 PHILOSOPHY AND METHODS OF PARENT EDUCATION (3 credits) Historical, cultural, social, and psychological foundations in the philosophy of parent education are explored. Methods in the education of adults in the context of the family are studied. Models of parent/family education are examined. Visitations to early childhood family education programs are required. Prerequisites: ED 5500, ED 5670, and ED 5677.
5758 TEACHING THE LEARNER AT RISK: AN ECOLOGICAL PERSPECTIVE (2 credits) The course explores family and school factors that put the learner at risk for academic and social failure. Strategies are developed for addressing these factors, including collaborative efforts within and outside of the classroom. This is the introductory course in teaching the learner at-risk programs.
5760 VOCAL MUSIC CONSULTANT IN THE ELEMENTARY SCHOOL (1 credit) Music resources, films, records, song literature, and community resources; demonstration and observation lessons; workshop, staff relations, purchase and maintenance of materials and equipment.
5770 ORGANIZATION AND ADMINISTRATION OF ENVIRONMENTAL EDUCATION AND INTERPRETATION (2 credits) The organization and administration of environmental education and interpretation experiences in varying lengths, and the acquisition, development, and maintenance of outdoor education facilities and programs. Prerequisite: ED 5257.
5777 FIELD EXPERIENCES IN ENVIRONMENTAL EDUCATION AND INTERPRETATION (3 credits) An interdisciplinary field oriented course designed to provide the student with basic knowledge of the natural environment and its relationship to the total school curriculum. Each student will design and execute an environmental or outdoor education project related to their major field of study. Arrangements will be made to test out the activity on an appropriate group (e.g. school children, adults, etc.) Prerequisite: ED 5257.
5780 ADAPTATION AND MANAGEMENT: DESIGNING THE LEARNING ENVIRONMENT (3 credits) Focuses on designing and managing the learning environment to meet needs for growth in all learners in affective, cognitive, psychomotor, and social domains. Theories of individual behavior, diverse learners, group dynamics, communication, behavioral interventions, and classroom management presented and applied in simulations. Research on related topics is undertaken. Prerequisites: ED 5100, ED 5110, ED 5140, and ED 5350.
5799 THE PROFESSIONAL TEACHER (1 credit) Students study the role of the student teacher in planning for full-time teaching. Reviews classroom procedures, organization, planning, and technologies, and covers student teacher and beginning teacher procedures, general background, introduction to the classroom, teaching strategies, language, thinking, evaluation, employment (including letters of application, resume writing, and interviews), and continued professional growth. The course must be taken the semester before student teaching. Note: Elementary majors must successfully complete all methods courses prior to student teaching; secondary majors must successfully complete all methods courses and 80 percent of their content courses prior to student teaching. Prerequisites: ED 5100, ED 5110, ED 5140, ED 5350, and ED 5780.
5811 PREPRIMARY STUDENT TEACHING (3-10 credits) Students integrate theory and practice through working as a member of a teaching team in a split prekindergarten and kindergarten placement. Includes application of content and methods from ED 5670 and ED 5677, as well as portfolio documentation of attainment of BOT outcomes as specified in the syllabus. Prerequisites or Corequisites: ED 5670 and ED 5677.
5818 FIELD EXPERIENCE IN INSTRUCTIONAL TECHNOLOGY (4 credits) The purpose of this course is to provide a capstone experience for the students in the Instructional Technology area of emphasis. Students will develop integrated instructional technology materials and field test them in actual educational settings.
5820 STUDENT TEACHING - ELEMENTARY (1-12 credits) Full-time teaching with guidance and supervision by University supervisors and assigned school personnel. Graded Satisfactory/Unsatisfactory only. Prerequisites: ED 5100, ED 5110, ED 5140, ED 5350, ED 5780, and ED 5799.
5830 STUDENT TEACHING - SECONDARY (1-12 credits) Full-time teaching with guidance and supervision by University supervisors and assigned school personnel. Graded Satisfactory/Unsatisfactory only. Prerequisites: ED 5110 and ED 5799.
5840 STUDENT TEACHING - SPECIAL FIELDS (1-12 credits) Full-time teaching with guidance and supervision by University supervisors and assigned school personnel (visual arts, business education, industrial arts education, instrumental music, vocal music, health and physical education.) Graded Satisfactory/Unsatisfactory only. Prerequisites: ED 5100, ED 5110, ED 5140, ED 5350, ED 5780, and ED 5799.
6100 EDUCATIONAL RESEARCH I (3 credits) Introduction to the fundamental principles of educational research, including the analysis and critique of quantitative, qualitative, and emerging research designs, data collection methods, and statistical approaches. This course should be taken early in a student’s program of study to provide a sound basis for subsequent graduate-level coursework.
6107 ADVANCED EDUCATIONAL PSYCHOLOGY (3 credits) Study of how individuals are alike and different in terms of development, learning, and motivation. Cognitive, intellectual, psychosocial, and moral developmental theories, and behavioral, information processing, and constructivist theories of learning are analyzed and transformed into effective teaching practices. Prerequisite or Corequisite: ED 6100 or consent of instructor.
6108 THE LEARNING COMMUNITY (3 credits) Study of instructional policy, curriculum theory and development, and staff development. Addresses current educational issues -- national, state, and local educational standards; resources; parental and community involvement in educational decision making; and historical, gender-fair, multicultural, and international perspectives. Prerequisites: ED 6100 and ED 6107.
6110 COMPARATIVE EDUCATIONAL PHILOSOPHIES (3 credits) Study of diverse views of education, including predominant educational philosophies of the United States and educational systems around the world. Topics to be considered are the relationship of philosophy, theory, and educational practice.
PSYCHOLOGY OF LEARNING (3 credits) A comprehensive study of the process
of learning as it relates to behavior, cognition/intelligence, life-span development,
motivation, and instructional practices. For practicing teachers in various
educational settings, pre-K through post-secondary.
6117 CRITICAL AND CREATIVE THINKING (3 credits) Analysis of learner capacities that are prerequisites for intellectual growth, including the ability to take multiple perspectives, be creative and take risks, and adopt an experimental and problem-solving orientation. Through an understanding of developmental and learning theories, accomplished teachers critically examine their teaching practices, seek to expand their repertoire, deepen their knowledge, and adapt their teaching to new ideas. Prerequisite: ED 6100, ED 6107, and ED 6334.
6118 PROGRAM EVALUATION (3 credits) Focuses on philosophical foundations of program evaluation within the context of organizational renewal and school change initiatives. Case study methodology is used for curricula and delivery design in contemporary curricular issues.
6120 CRITICAL ISSUES IN EDUCATION (2 credits) Analyzes issues confronting American education. Specific and detailed study is given to selected issues by individual members of the class.
6140 SOCIAL FOUNDATIONS OF EDUCATION (2 credits) Past, present, and future social issues that influence the development of American education are examined.
6150 HISTORY OF AMERICAN EDUCATION (2 credits) Study of the development of public education in the United States with attention to the European background as it has influenced the expansion of education facilities in the United States, Canada, and Latin America.
6155 changed to 6850.
6160 EDUCATIONAL STATISTICS (2 credits) The principles and foundations of statistical method as applied to educational measurement are examined.
6210 RECENT RESEARCH IN ELEMENTARY SCHOOL SUBJECTS (2 credits) A study of recent research in selected elementary school subjects.
6220 MODERN CURRICULA IN ELEMENTARY SCHOOL SUBJECTS (2 credits) Designed to develop basic understanding for the individual in science methods for the elementary school. Emphasizes modern approaches and resource development in science curricula.
6230 CURRICULUM AND INSTRUCTION IN DEVELOPMENTAL READING IN ELEMENTARY SCHOOL (2 credits) The skills, methods and materials basic to the teaching of reading at the elementary level are studied.
6232 CHILDREN’S LITERATURE IN THE CLASSROOM (2 credits) For in-service elementary and middle-level teachers. Expands teachers’ background in the field of children’s literature. Emphasis on methods and techniques to integrate children’s literature into the language arts program as well as the use of literature across disciplines in school curriculums. Current research, relevant Internet resources, and recent publications in children’s literature. Prerequisite: Undergraduate teaching degree or consent of instructor. Offered through Extended Learning.
6237 DIAGNOSIS AND CORRECTION OF READING DIFFICULTIES (2 credits) Emphasizes theory and practice in diagnosing and correcting problems in reading. Requires an approved clinical experience in a high school (9-12) setting. Prerequisite: ED 5201 or ED 6230.
6238 ADMINISTRATION AND SUPERVISION OF THE READING PROGRAM (2 credits) The role of a K-12 reading specialist/reading program coordinator in the public school sector. Focuses on the development and implementation of a comprehensive district-wide language arts program. Budgetary issues and the impact of federal and state initiatives. Prerequisites: ED 5737, ED 6230, and ED 6237.
6240 CURRICULUM AND INSTRUCTION IN ELEMENTARY SCHOOL MATHEMATICS (2 credits) This course is intended to develop a more comprehensive understanding of the objectives, content materials, and processes of modern mathematics in elementary school.
6250 CURRICULUM AND INSTRUCTION IN ELEMENTARY SCHOOL SOCIAL STUDIES (2 credits) An analysis of recent research in curricula design and pedagogical practice, overarching goals of the social studies, the sources of content through which those goals may be realized, and the theoretical basis for organizing the social studies curriculum in the elementary school. Efforts will be made to explain the interrelationships between history, social sciences, school social studies, and pedagogy.
6300 KEY CONCEPTS OF MIDDLE LEVEL EDUCATION (2 credits) An opportunity for in-depth exploration of the components that make up contemporary middle schools. Prerequisite: ED 5160 or equivalent.
6307 TEACHING THE YOUNG ADOLESCENT (2 credits) Designed to improve participants' ability to deliver instruction to transescent (10 to 15 years old) students. Prerequisite: ED 5160 or equivalent.
6334 CURRICULUM AND INSTRUCTION (3 credits) Study of how content knowledge is created, organized, and linked to other disciplines and applied to real-world settings. Focuses on how to convey and reveal content knowledge to students by creating multiple paths of learning. Prerequisite: ED 6100 and ED 6107.
6336 INSTRUCTIONAL DESIGN (3 credits) Examines a range of effective instructional techniques for elementary, middle-level, secondary, and post-secondary teachers. Reviews instructional design models that focus on selecting content knowledge, transforming content knowledge into instructional standards, selecting appropriate teaching strategies and media, managing the classroom environment, assessing learning, and reflecting on the effectiveness of instructional decisions. Prerequisite: ED 6100, ED 6107, and ED 6334, or pursuit of Certificate in Online Teaching.
6400 SCHOOL ADMINISTRATION AND LEADERSHIP (3 credits) Examine leadership theory within a school setting and provide application of theory to the daily responsibilities of a school administrator through simulations and case studies. Aspects of organizational behavior and learning, school culture, systems thinking, vision building and change are applied to school leadership processes. Critical issues of leadership and education are analyzed.
6407 THE ACCOMPLISHED TEACHER (3 credits) Assessment of individual leadership styles and their application to the organizational setting. Team building, change processes, strategic planning and leadership theory are analyzed.
6410 PUBLIC SCHOOL LAW (3 credits) Study of principles of law relating to public school in relationship to case law, torts, statutes and legal system of the United States. Relationships of federal, state and local governments are analyzed as well as the legal status of schools, administrators, teachers and students.
6420 SCHOOL FINANCE (3 credits) Addresses the financial implications of the education program including theoretical foundations of educational finance, budgeting, management of funds, fiscal policies, and the business management function and facilities financing.
6430 STUDENT PERSONNEL SERVICES (3 credits) Develop strategies for student services programs with attention to student personal and developmental needs, family profiles, social issues, and peer interaction. Counseling and guidance services, student management programs, activity programs, school safety and policy development are examined and applied to simulations and case studies.
6440 SUPERVISION OF STUDENT TEACHERS (2 credits) Course designed for experienced teachers who supervise, or expect to supervise, students in a student teaching experience assigned to off-campus schools.
6446 DISTANCE EDUCATION: HISTORY AND DEVELOPMENT (3 credits) Students learn about trends, issues, and theories in the field, as well as designing for distance delivery with different types of methods, media, and delivery tools. The course is offered only online. Students will participate in online discussion, including an exploration of their own experiences as distance learners. Other goals are individually defined and based on the needs and interests of students taking the course.
6447 SEMINAR IN TEACHING ONLINE (1 credit) Specifically for in-service P-12 and post-secondary teachers seeking advanced preparation in online teaching. Shaped by participants in terms of critical needs, specific content areas and specialties, or changes in state and federal policies. Every effort is made to include expert guest discussants from the Minnesota Department of Education, other universities, teachers’ unions, and other relevant leaders in online education.
6450 EDUCATIONAL SUPERVISION (3 credits) Focus is on the major problems of supervision in the context of a school viewed as a social organization. Issues examined are the process of change, initiation of innovations, and the improvement of teachers' in-service.
6460 PUBLIC RELATIONS (3 credits) Basic knowledge needed by teachers and administrators to conduct or participate in a school public relations program.
6480 PERSONNEL ADMINISTRATION (3 credits) Examines the historical evolution of personnel administration and focuses attention on school personnel tasks, staff selection, in-service training, performance evaluation, and professional negotiations.
6608 changed to SPED 6608 (see below)
6609 changed to SPED 6609 (see below)
6610 changed to SPED 6610 (see below)
6620 changed to SPED 6620 (see below)
6630 changed to SPED 6630 (see below)
6680 changed to SPED 6680 (see below)
6690 changed to SPED 6690 (see below)
6750 EDUCATIONAL RESEARCH II (2 credits) This course provides a setting for (1) writing a formal research paper/thesis proposal (M.S.) or capstone experience proposal (M.Ed.) and submitting it for approval to a selected committee, and (2) completing the comprehensive written exam required by the School of Graduate Studies. The research paper or capstone experience proposal is written using the guidelines set out by the Department of Professional Education, and the comprehensive written exam is based on the propositions of the National Board of Professional Teaching Standards addressed in the core courses of the M.S. Education and M.Ed. degree programs. Prerequisites: ED 6100, ED 6107, ED 6108, ED 6117, ED 6334, and ED 6336.
6800 PRACTICUM IN DIAGNOSIS OF READING DIFFICULTIES (2 credits) Practical experience in diagnosing children's learning difficulties in reading. Prerequisite: ED 6237.
6810 PRACTICUM IN CORRECTION OF READING DIFFICULTIES (2 credits) Practical experience in correcting children's learning difficulties in reading. Prerequisite: ED 6237.
6840 PRACTICUM IN PARENT AND FAMILY EDUCATION (3 credits) Students complete the practicum in an early childhood family education program. Working with a mentor parent educator in a group setting with adults, students participate in planning, implementation, and evaluation of a parent and family education program. Taken at the end of the Parent and Family Education licensure. Completion of a journal and weekly seminar is a part of the practicum.
6850 M.ED. CAPSTONE EXPERIENCE (2 credits) In this final course in the M.Ed. program, students carry out their capstone experience project proposal, which was written and approved in ED 6750 Educational Research II. Students work closely with the professor of record, their academic advisor, and their capstone experience committee (an outside member of the BSU graduate faculty and a professional field representative) to present—in written and/or oral form—a final presentation that demonstrates their level of competence with the National Board of Professional Teaching Standards and the goals and objectives of their individualized program of study. Prerequisites: ED 6100, ED 6107, ED 6108, ED 6117, ED 6334, ED 6336, and ED 6750.
6920 changed to 6750.
6970 INTERNSHIP IN SCHOOL ADMINISTRATION (Arranged Credits) See advisor for description and permission to enroll.
6980 RESEARCH PAPER (Arranged credits) When taken as a requirement for the M.S. in Education, the following description applies: Students who propose to complete a research paper in partial fulfillment of the requirements of a master's program are required to take this course.
6990 THESIS (Arranged credits) Students
who propose to complete a thesis in partial fulfillment of the
requirements of a master's program are required to take this course.
5105 ORIENTATION TO SPECIAL EDUCATION (1 credit) This course works in conjunction with the first four core courses offered in the Special Education Licensure Program. Field work experiences are required in each level of the program. This course is used to document the hours that the candidate has logged in at the practicum site. In addition, the teacher candidate is required to attend webinars with topics related to the field of special education. The webinars also involve the coach that the candidate has been working with at the practicum site. One purpose of this course is to increase the communication between the candidate, the coach, and the university. The special education courses provide the candidate with theory and background information necessary to be an effective educator and to meet the Special Education Standards required by the Minnesota Department of Education. The inclusion of the coach in the conversation allows the candidate to see the connection of theory to best practice in a school setting.
5106 PROFESSIONAL PRACTICE IN THE ELEMENTARY/MIDDLE SCHOOL SETTING (1 credit) This course works in conjunction with the second tier of courses offered in the Special Education Licensure Program. At Tier 2, field experiences are required at the elementary and middle school level. This course is used to document the hours that the candidate has logged in at the practicum site. In addition, the teacher candidate is required to attend webinars with topics related to the field of special education. The webinars also involve the coach that the candidate has been working with at the practicum site. One purpose of this course is to increase the communication between the candidate, the coach, and the university. The special education courses provide the candidate with theory and background information necessary to be an effective educator and to meet the Special Education Standards required by the Minnesota Department of Education. The inclusion of the coach in the conversation allows the candidate to see the connection of theory to best practice in a school setting. Prerequisites: Completion of all Tier 1 courses: SPED 5105, SPED 5600, SPED 5640, SPED 5650, and SPED 5715; and ED 5201. Corequisites: Can be taken concurrently with Tier 2 courses SPED 5620, SPED 5630, SPED 6603, and/or SPED 6608, whichever is/are the last course(s) to be completed in Tier 2.
5107 PROFESSIONAL PRACTICE IN THE SECONDARY SCHOOL SETTING (2 credits) This course works in conjunction with the third tier of courses offered in the Special Education Licensure Program. Field work experiences are required in each level of the program. This course is used to document the hours that the candidate has logged in at the practicum site. In addition, the teacher candidate is required to attend webinars with topics related to the field of special education. The webinars also involve the coach that the candidate has been working with at the practicum site. One purpose of this course is to increase the communication between the candidate, the coach, and the university. The special education courses provide the candidate with theory and background information necessary to be an effective educator and to meet the Special Education Standards required by the Minnesota Department of Education. The inclusion of the coach in the conversation allows the candidate to see the connection of theory to best practice in a school setting. Prerequisites: Completion of all Tier 1 courses: SPED 5105, SPED 5600, SPED 5640, SPED 5650, and SPED 5715; Completion of all Tier 2 courses: ED 5201; SPED 5106; SPED 5620 or SPED 5630; SPED 6603; and SPED 6608. Corequisites: Must be taken concurrently with Tier 3 courses SPED 6609, SPED 6620, and/or SPED 6630, whichever is/are the last course(s) to be completed in Tier 3.
5600 STUDY OF THE LEARNER WITH SPECIAL NEEDS (3 credits) A special education foundation course that provides an introductory overview of special education and the characteristics and learning needs of school-age children with exceptionalities. An approved field experience is required. This a prerequisite course for most courses required for special education licensure. It can be taken simultaneously with SPED 5650, SPED 5715, and/or ED 5201. Prerequisites: ED 5100, ED 5110, ED 5350, and passing scores on the Minnesota Teacher Licensure Exam (MTLE) Basic Skills Test.
5620 TEACHING THE LEARNER WITH SPECIFIC LEARNING DISABILITIES I (3 credits) An introduction to the field of learning disabilities. A study of learners whose special learning problems inhibit their ability to meet academic performance standards and developmental expectations for their age. Emphasizes historical foundations, current education definitions of learning deficits, federal and Minnesota eligibility criteria for services, etiology of learning disabilities, relationship between learning disabilities and other associated conditions, impact of information processing deficits on children with learning disabilities, and social or emotional aspects of children and youth with learning disabilities. An applied experience is required and includes an approved elementary (K-6) clinical. Prerequisites: Complete all Tier 1 courses: SPED 5105, SPED 5600, SPED 5640, SPED 5650, and SPED 5715.
5630 TEACHING THE LEARNER WITH EMOTIONAL BEHAVIORAL DISORDERS I (3 credits) Introduction to the characteristics and needs of students with emotional and behavioral disorders within the context of school, family, and community settings. Students are helped to understand key concepts through participation in an approved elementary (K-6) special education clinical experience. Prerequisite: Complete all Tier 1 courses: SPED 5105, SPED 5600, SPED 5640, SPED 5650, and SPED 5715.
5640 DUE PROCESS IN SPECIAL EDUCATION I: ASSESSMENT AND REPORTING (3 credits) This class focuses on a formal set of policies and procedures to be implemented by schools and districts for children in special education programs. This course concentrates on the assessment of K-12 students receiving special education services and requires course participants to create Prior Written Notices and Evaluation Reports including testing. Prerequisite: SPED 5600 or consent of the instructor.
5650 COLLABORATIVE TECHNIQUES FOR SPECIAL EDUCATORS (3 credits) A study of techniques when collaborating with parents, caregivers, community services, and other support services to enhance the learning of the learner with special needs, within an academic setting. An approved clinical experience includes a parent interview, working with outside agencies such as social services, medical facilities, parent advocacy, and service providers from outside the school district, and transition service agencies. Prerequisites or Corequisites: SPED 5600, SPED 5640, and SPED 5715.
5715 CURRICULUM TECHNIQUES WITH SPECIAL POPULATIONS (3 credits) Students learn to design curricular interventions in academic and socio-emotional arenas and techniques for accommodating diverse learners within regular education settings. Requires an approved clinical experience developing an Individual Application Project in collaboration with a mainstream teacher. Prerequisite or Corequisite: SPED 5600 or consent of the instructor.
6603 MATH DIFFICULTIES: DIAGNOSIS AND INTERVENTION (3 credits) Study of the problems students with learning needs exhibit in mathematics, and explicit teaching practices that are proven to be successful. Diagnostic, remedial, and instructional activities that meet state standards and reflect NCTM scope and sequence in mathematics are explored, developed, and applied. The course requires an approved middle level (grades 5-8) clinical experience. Prerequisites: SPED 5105, SPED 5600, SPED 5640, SPED 5650, and SPED 5715.
6608 READING DIFFICULTIES: DIAGNOSIS AND INTERVENTION (3 credits) Study of the problems students with learning needs may exhibit in the area of reading, and explicit teaching practices that are successful with such learners. Diagnostic, remedial, and instructional best-practice strategies and activities are explored and applied. The course requires an approved middle-level clinical experience. Prerequisites: Completion of all Tier 1 courses: SPED 5105, SPED 5600, SPED 5640, SPED 5650, and SPED 5715; and ED 5201.
6609 DUE PROCESS IN SPECIAL EDUCATION II: INDIVIDUAL EDUCATION PLANNING (3 credits) This course focuses on a formal set of policies and procedures to be implemented by schools and districts for children in special education programs. It concentrates on the creation of compliant Individualized Education Plans (IEP) to meet the academic and/or emotional and behavioral needs of the students receiving special education services. Prior Written Notices for IEPs and Functional Behavioral Assessments are reviewed. Prerequisites: Completion of all Tier 1 courses: SPED 5105, SPED 5600, SPED 5640, SPED 5650, and SPED 5715; and Completion of all Tier 2 courses: ED 5201; SPED 5106; SPED 5620 or SPED 5630; SPED 6603; and SPED 6608.
6610 CURRENT ISSUES IN SPECIAL EDUCATION (3 credits) Designed to introduce the student to current issues in the field of special education including legislation, litigation, and current practices.
6620 TEACHING THE LEARNER WITH SPECIFIC LEARNING DISABILITIES II (3 credits) This course provides continuing study into the field of learning disabilities. It is a study of learners whose special learning problems inhibit their ability to meet academic performance standards and developmental expectations for their age. Emphasizes designing individual education program plans to implement developmentally appropriate instruction for students with learning disabilities or learning deficits. Includes study of teaching strategies to assist students in developing lifelong skills to transfer into general education and transition areas. Requires an applied clinical experience and includes an approved clinical experience in grades 9-12. Prerequisites: Completion of all Tier 1 courses: SPED 5105, SPED 5600, SPED 5640, SPED 5650, and SPED 5715; and Completion of all Tier 2 courses: ED 5201, SPED 5106, SPED 5620, SPED 6603, and SPED 6608.
6630 TEACHING THE LEARNER WITH EMOTIONAL BEHAVIORAL DISORDERS II (3 credits) Study of the assessment and management of behavior problems in the classroom. Techniques include functional behavioral assessment, cognitive strategies, and crisis prevention. Students apply behavior modification techniques in an approved clinical special education setting, grades 7-12. Prerequisites: Completion of all Tier 1 courses: SPED 5105, SPED 5600, SPED 5640, SPED 5650, and SPED 5715; and Completion of all Tier 2 courses: ED 5201, SPED 5106, SPED 5630, SPED 6603, and SPED 6608.
6680 SINGLE SUBJECT RESEARCH IN SPECIAL EDUCATION (3 credits) Study of single subject research analysis as used in special education. Includes strategic issues for conducting single subject research design, methodology, and interpretation of data.
6690 SUMMATIVE APPLICATIONS IN SPECIAL EDUCATION (3 credits) Culminating experience where students demonstrate their development as professionals within the field of special education. Students develop a portfolio based on the strands of practica, curriculum, and research. During the class, students are expected to self-evaluate and reflect upon the development of these three components. Prerequisite: Completion of all courses in the Master of Special Education program.