CELC Home / Academics / Gifted, Creative and Talented Education
Graduates of the Gifted, Creative and Talented program serve exceptional students' diverse cognitive and psychological educational needs.
Gifted, Creative and Talented Education (K-12)


Educators specializing in Gifted, Creative and Talented Education gain an understanding of their students’ diverse educational needs and discover how to manage, deliver and differentiate instruction for the cognitive, social and psychological differences of exceptional students. Want to learn more about the field of gifted education? Consider attending our Gifted, Creative and Talented Education Conference in the fall.

As you complete your program in Special Education and Gifted Education at the University of St. Thomas you will:

  • Gain the knowledge and skills to have a positive impact on students in the K-12 classroom
  • Become part of a supportive network of fellow students, alumni and faculty that will inspire and sustain you throughout your career
  • Learn from expert faculty currently active in K-12 classrooms who are here to help you shape your path


What you can earn

photo
  • Certificate
  • Master of Arts (M.A.)

Where you'll learn

photo
  • On-campus (Minneapolis)
  • Online (enrolling spring 2015)

 

When you can start

photo
  • Fall semester begins: September 3, 2014
  • Spring 2015 (online)


Questions about this program

Ea Porter is an Administrative Assistant for the Teacher Education program in the College of Education, Leadership and Counseling at the University of St. Thomas.

Ea Porter

Enrollment Advisor

651-962-4657

celc@stthomas.edu


Program Details

For the Certificate

This course focuses on designing and developing specialized curriculum and services for high-ability learners. Models included are Parallel Curriculum, School-wide Enrichment, Autonomous Learning, Curriculum Integration, Individualized Program Planning, and the Multiple Menu Model. Topics include student-centered learning, self-directed learning, critical and creative thinking skill development, and themes-based inquiry. Participants will be able to create new curricula and services for gifted learners in various settings.

This course focuses on developing the specific practical skills needed to meet the needs of gifted learners in various settings. Participants will document their skills development under individualized supervision. Particular attention will be paid to developing talent recognition systems (identification), program and curricular evaluation, curriculum implementation, and instructional delivery competence.

This course emphasizes the design and development of specialized instruction for high-ability learners, with a focus on instructional delivery. Models address independent study, creative productivity, project design, teaching to multiple talents and guided discovery. Participants will modify and create new learning experiences for able students.

This course focuses on managing the diversity of student strengths and talents in the regular classroom setting. Course content explores learning characteristics and needs, and how to analyze, manage and modify the basic curriculum. Topics will include research and practice on heterogeneous approaches to management, grouping and instruction issues, learning skills, discipline issues, and the principles of curriculum differentiation.

TOTAL 12 Credits

For the Master of Arts (M.A.)

A study of advanced theories for teaching and learning in educational settings. The major theories in cognitive psychology, social learning theory, and motivation comprise the core of the course. Understanding how these models and principles of learning are related to instruction design and how to apply these theories to students with diverse needs in contemporary settings is included.

Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

This course focuses on designing and developing specialized curriculum and services for high-ability learners. Models included are Parallel Curriculum, School-wide Enrichment, Autonomous Learning, Curriculum Integration, Individualized Program Planning, and the Multiple Menu Model. Topics include student-centered learning, self-directed learning, critical and creative thinking skill development, and themes-based inquiry. Participants will be able to create new curricula and services for gifted learners in various settings.

This course focuses on developing the specific practical skills needed to meet the needs of gifted learners in various settings. Participants will document their skills development under individualized supervision. Particular attention will be paid to developing talent recognition systems (identification), program and curricular evaluation, curriculum implementation, and instructional delivery competence.

This course emphasizes the design and development of specialized instruction for high-ability learners, with a focus on instructional delivery. Models address independent study, creative productivity, project design, teaching to multiple talents and guided discovery. Participants will modify and create new learning experiences for able students.

This course focuses on the role of social and emotional development in learning. Special attention is given to understanding individual differences (e.g., achievement, motivation, culture, economics, disability) and how to provide for these differences. Topics include psychological characteristics, emotional needs, counseling techniques, special populations and effective instructional design.

 Intended as the final or capstone course for both MA-GCT program tracks. Students are expected to: conduct original research in the field and report it in journal article format, or develop, implement, and evaluate a GCT curriculum or program and write a formal evaluation report. Students work on an individualized basis with a project supervisor.

This course explores the discipline of creativity and its relationship to talent development in children and adults. Topics include theoretical perspectives of the creative process and product, individual assessment instruments and appropriate environments in which to be creative. Emphasis will be given to understanding, appreciating and maximizing characteristics and behaviors that contribute to creative production.

This course previews the general field of talent development, with a special focus on current thinking about promoting high achievement in the school setting. Topics include the nature and needs of high-ability learners, talent recognition, assessment, instructional practices, contributions of gifted education practices to instructional improvement, and collaborative strategies for regular education and gifted education personnel.

This course focuses on managing the diversity of student strengths and talents in the regular classroom setting. Course content explores learning characteristics and needs, and how to analyze, manage and modify the basic curriculum. Topics will include research and practice on heterogeneous approaches to management, grouping and instruction issues, learning skills, discipline issues, and the principles of curriculum differentiation.

6 credits determined by student's academic advisor (CIED 500-999, GRED 500-999, SPED 500-999)

TOTAL 31 Credits

Minneapolis, MN (on-campus)

Degree: M.A. degree
Time: Evening Courses
Start Date: Varies by term
Location: Opus Hall | Downtown Minneapolis Campus (map)

Students who are interested in taking all of their courses at our on-campus location in Downtown Minneapolis are welcome to start in the fall, spring or summer. Take a look at admissions for further information on how to apply.

Karen B. Rogers, Ph.D., is a professor in the Special Education and Gifted Education programs at the University of St. Thomas.

Karen B. Rogers, Ph.D.

Professor Special Education and Gifted Education (651) 962-4386
MOH 337 | Opus Hall

Karen L. Westberg, Ph.D., is a professor in the Special Education and Gifted Education programs at the University of St. Thomas.

Karen L. Westberg, Ph.D.

Professor Special Education and Gifted Education (651) 962-4985
MOH 333 | Opus Hall

 
 

Gifted, Creative and Talented Education Conference

The Gifted, Creative, and Talented Education Conference provides practical strategies that can be applied directly to classrooms and schools. It features panels and breakout sessions on a wide variety of topics regarding gifted education programming. This year's conference, Be Practical: Finding and Developing Gifts and Talents, will include sessions by University of St. Thomas Professors Karen Westberg, Ph.D. and Karen Rogers, Ph.D., and five practitioners: Kari Govig, Carol Malueg, Kirstin Moldan, Cori Paulet, and Margaret Smith, all recent graduates from the University of St. Thomas GCT program.

 

Ongoing Professional Development

The Department of Special Education and Gifted Education offers a wide variety of professional development opportunities throughout the year. Whether networking with leaders in the field at the annual Education for Everyone Event series or simply catching up on the latest tools and techniques in gifted and talented education at the biennial Gifted Education Conference, the College of Education, Leadership & Counseling provides lifelong learning opportunities. Most events include a CEU component. In addition to annual events, the department offers specialized summer institutes in the area of Supervising Paraprofessionals, Autism Spectrum Disorders and Twice Exceptional Education.

 

Mentored Clinical Practice

The dedicated faculty in the Special Education and Gifted Education programs will work with you to ensure that your clinical practice experience (student teaching) will meet your needs and facilitate your growth, both personally and professionally. Throughout your time student teaching, regularly scheduled seminars with faculty and peers offer the opportunity to form a strong professional network as you prepare to enter the field and have a positive impact on K-12 students.

 

Community Partnerships

The College of Education, Leadership & Counseling takes pride in engaging in innovative partnerships with a variety of organizations. Students in the College of Education, Leadership & Counseling will find many opportunities for professional growth as a result of working with these organizations. Partnership examples include the Northwest Suburban Integration District, Center for Academics and Sports, FAIR School and the Collaborative Urban Educators program. 

 

The Value of a St. Thomas Degree

We offer our students much more than just a degree. We offer the chance to be a part of a personal and professional network like no other, which means your graduate education will enrich your life and career long into the future.

Calculating the cost of your degree can be challenging, as every institution approaches it a bit differently. At St. Thomas, we list our tuition cost as cost per credit:

  • Each course can be 1-3 semester credits, but the standard course is 3 credits.  
  • A typical part-time student in our graduate programs takes 3-6 credits per term.
  • To view the total number of credits per program you can view the courses tab above.

It may be possible for you to receive some type of financial assistance. To learn more, please visit our Graduate Financial Aid page.




Cost

Education (M.A., Ed.S., Certificate, Licensure)

On-campus Tuition (per credit) $793.50
Off-site Program Tuition (per credit) $415
Books and materials
(estimate per course)
$150-250
One-time application fee $50

1 | Meet the requirements:

  • A bachelor's degree from a regionally accredited institution
  • A cumulative minimum undergraduate G.P.A. of 3.0 (4.0 scale) or the successful completion of a graduate level program from another institution

If you do not meet the above requirement(s), you may be eligible for special admission, which requires:

  • A cumulative minimum undergraduate G.P.A. of 2.75 (4.0 scale)
  • The completion of a standardized test, such as the Miller Analogies Test (MAT), GRE, GMAT or LSAT
  • A possible interview with an admissions person/committee

2 | Submit the following application materials:

  • Application form and one-time $50 application fee
  • Two positive letters of reference from non-related individuals
  • Official transcripts for all undergraduate and graduate work (unless that work was completed at the University of St. Thomas)
  • Personal statement

3 | Submit the supplementary materials:

  • Initial Licensure:  MTLE Basic Skills required by the end of an initial teacher licensure candidate's first semester of coursework.
  • International Applicants:  (1) Test of English as a Foreign Language (TOEFL) required for any candidate whose primary language is not English. (2) Transcript Review: All international transcripts must be reviewed by an accredited evaluation service to determine U.S. equivalency of the degree awarded and the institution awarding the degree. Applications will not be reviewed for admissions until the official review is submitted.

Deadlines

Application Deadlines:

  • For Fall Term: June 1
  • For Spring Term: Rolling
  • For Summer Term: May 1

When you can start

  • Fall semester begins September 3, 2014

Looking for More?

Apply online

© University of St. Thomas · Minnesota
1000 LaSalle Avenue · Minneapolis, Minnesota 55403 · USA
1-651-962-4550 · education@stthomas.edu