2024-2025 Course List

The trends format provides teachers and others opportunity to study recent research and current developments with an interdisciplinary nature to include a variety of topics. This course may be in a shortened hands-on format. May be repeated.

This course will examine, acquire, evaluate and use reference media sources to meet the information needs of a media center's clientele. Participants will examine and review bibliographic resources and their relationship to instruction and instructional in-service. Emphasis will be placed on reading, discussing, selecting, and evaluating resources in the context of curricular issues, cooperative endeavors with other libraries and trends in the information and reference services field.

Students will learn and practice selecting, evaluating, and using print, audiovisual and electronic media for children in grades K-6. Participants will learn to identify and discuss a variety of genre; using reviewing sources and selection tools; identify major children's book awards; research authors and books; become knowledgeable about current issues such as censorship; locate and prepare a multiple format mediaography of children's materials and demonstrate curricular uses of this media.

This course will provide the learners with reflective and practical experiences for the integration of accessibility, technology and learning. Students will explore student characteristics and needs, learning goals and experiences, accessibility tools, differentiated instruction, and technology to design and evaluate integrated lesson plans.

KSP 630 (3) Materials for Young AdultsThis course covers developmentally appropriate library and information services for young adults, ages 11-18 with an emphasis on literature and the uses of literature in schools and libraries. The course includes material on non-book services, programming, and other services specific to this age group.

In this course knowledge and skills are applied and assessed directly in a field setting. The course is designed to guide K-12 and 5-12 teacher candidates through the design, implementation, and assessment of a standards-based curriculum from the analysis of standards, creation of assessments, design and delivery of assessments in a field-site.

The course will examine the role of the school librarian in the literacy development process. This process includes the ability to read, write and interact across a range of platforms, tools and media. The roles of the school librarian as teacher, instructional partner, information specialist, and program administrator will be addressed.

Learners will examine existing systems for equity of access, use, distribution, and infrastructure and the implications this has for learning communities. Learners will research, design, and create technology plans using data, processes, and procedures to address inequities.

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 80+ hour field experience 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 applications in education, learners will leverage technology to address global issues and adopt global perspectives. Learners will create relevant and authentic experiences that will help their students bridge local and global problems to take action for social justice.

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.

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 learners to evaluate, analyze, and use pedagogical frameworks and practices to design online learning environments with a lens of equity and diversity. Learners will establish online environments and create course materials using research-based pedagogy in educational technology.

Blended learning is a mix of online, f2f, and out of the classroom activities supported by technology that allows students more control over the time, place, pace, and path of their learning. In this course, learners will identify, analyze, evaluate, and apply models for blended learning that use technology tools and platforms in ways that address digital equity and support diverse students. Learners will create blended learning activities, including games and simulations, with a focus on eliminating stereotypes and biases in instruction.