2022-2023 Course List

Students will identify, analyze, and evaluate the processes and strategies necessary for creating and maintaining technology system administration, including: documentation, financial planning, hardware and software, roles necessary for successful implementation. Students will research, design, and create technology plans using data driven decision making strategies, processes and procedures.

Learners will explore, recognize, and mitigate personal and cultural biases in their learning environment assessment practices. Learners will use technology to align their assessments with state or national standards to develop clear and compressive learning goals which support equitable learning opportunities. Learners will create and align assessments, communicate results to learners and stakeholders, and use results to support learners¿ continuous growth.

This course will include analysis, synthesis, application, and evaluation of approaches to design in education. Learners will critically review design models and technology use as applied in education and the research that supports them to analyze how design can reduce barriers to learning and can increase equitable access to learning. Learners will analyze and apply design models and technology use to evaluate, adapt, and create student-centered learning experiences and instructional materials. Learners will analyze and apply strategies for teaching a design-based approach to problem solving and inquiry.

This course explores family, community, societal, and cultural influences in educating diverse student populations. Learners will examine theory and a range of strategies to develop equitable school, family, and community partnerships. Learners will identify strategies to collaborate with diverse stakeholders and develop asset-based frameworks to engage collaborative partnerships. Learners will explore and recognize organizational and cultural barriers to collaborative family and community partnerships.

Critical study of current research, issues, and teaching strategies related to secondary education in a shorten period of time. May be repeated.

This course is designed to provide inexperienced and experienced educators with greater insight into the unique position of the middle school in the U.S. system of public education. Throughout the course students will explore topics of concern regarding middle school education.

Special teaching projects of an experimental or creative nature in the students' field of preparation.

This 40 hour field experiences will provide opportunities for practicing teachers with a current MN Teaching license to put theory into practice in a K-12 environment. During field experiences candidates will become familiar with specific school-related issues, technologies, strategies to assist students in learning and apply strategies to help students study and learn within the classroom environment.

Learners will use theories and research-based methods to examine and align curriculum, standards, instruction, and assessment to meet the needs of a diverse student population.Learners will explore, recognize, and mitigate personal and cultural biases in curriculum. Learners will develop cohesive curriculum, instruction, and assessment which aligns to school improvement plans and/or mission and learning principles.

This course focuses on the examination of the learner¿s role as a teacher leader scholar in our diverse and evolving society. Learners analyze professional teaching, technology and social justice standards, and current educational trends and research to identify a problem of practice in education to target improvements. Learners collect data and information as evidence of the nature and scope of the problem and develop a plan for personal and/or professional growth to address the problem.

Through research and hands-on application, students will evaluate and implement various strategies in which Web 2.0 and Web 3.0 can be used to enhance and support technology integrated pedagogies.

This course addresses literacy and differentiated instruction for diverse learners in an inclusive classroom. Students will build on existing knowledge for lesson planning, curriculum and assessment to address learner differences.

Exploration and application of adult learning theory and research, including focus on development of critical and reflective thinking. Study of instructional strategies fostering active student engagement in classrooms.

The focus is on researching and applying for grants for educational programs within schools and/or non-profit organizations. Students will learn what programs are available, eligibility for those programs and grant possibilities within the grant guidelines.

This face-to-face and online seminar spans four semesters of the GTL program and will address professionalism and the overall teaching experience. Students register for this course during student teaching but will participate via D2L during semesters 1-3.

Students will analyze major theories and research related to adult development and learning as they apply to adult students in post-secondary and career settings. Students will evaluate adult learning needs and apply strategies for creating positive learning environments (face to face and online). Students will experience, analyze, and develop lessons that use effective adult learning strategies.

Opportunity for individual study on areas germane to the broader disciplines in education under direction of graduate faculty.

This course will require students to evaluate and analyze formats of information technology for online learning environments in educational settings, including: interactive video, web-based software Internet protocols, social media tools, and the effect on learning transfer in distance education.

Students will identify, evaluate, select, use, adapt, and create game and simulations projects for thematic units, lessons, trainings, and other technology-rich, inquiry-based learning opportunities.

The written comprehensive exam course should be taken with consultation with your advisor. It should be taken prior to enrolling in any research coursework and planning or completing your capstone experience.

Learners will apply theoretical models and processes for the design and development of learning experiences to address an instructional-based problem of practice in a local education setting. Starting by conducting a needs analysis, learners will use a design process to create an innovative solution to address the problem. Learners will analyze and evaluate the application of technology tools to support their solutions. The design process will focus on identifying and addressing issues around diversity, equity, and inclusion to better support student learning.

With a focus on digital literacy and digital equity, learners will critically analyze and evaluate educational technology frameworks, models, and research to support teaching and learning. Learners will learn how to use technology integration frameworks to guide decision-making about and evaluate use of technology. Learners consider teaching contexts to apply effective uses of technology to support students¿ learning needs with alignment to standards, learning goals, teaching strategies, and assessments.

Short term graduate workshops dealing with specific subjects germane to the broader disciplines in education.

An intensive, often semester-long, study in areas germane to the broader disciplines within K-12 and Secondary Education.

This course is designed for K-12 technologists and teachers with interests in assisting learning through integrated technology lesson plan development. Students will evaluate, analyze, and develop web-based tools, instructional design strategies, and multimedia learning principles in order to educate and train K-12 teachers and staff. Through research and hands-on application, students will evaluate and implement various training strategies which can be used to enhance and support technology integrated pedagogies.