Graduate Courses in Teacher Education

For a complete listing of undergraduate teacher education courses (by department), please refer to the University of St. Thomas Undergraduate Catalog http://www.stthomas.edu/undergraduatecollege/catalog/

To view current and future course schedules on-line go to http://webcampus.stthomas.edu/.

Biology
BIOL 101 General Biology (4 credits)
BIOL 201 Diversity and Adaptation (4 credits)
BIOL 202 Genetics and Population Biology (4 credits)
BIOL 204 Cellular and Molecular Biology (4 credits)

Chemistry
CHEM 100 Chemistry in Our World (111) (4 credits)
CHEM 111 General Chemistry I (100) (4 credits)
CHEM 112 General Chemistry II (4 credits)

Curriculum and Instruction
CIED 500 Principles of Educational Research (3 credits)
Methods of descriptive and experimental research, basic statistical theory and application, orientation to library resources, development of significant research methodology.

Economics
ECON 101 The American Economy (251) (4 credits)
ECON 211 Current Economic Issues (4 credits)

English
ENGL 111 Critical Reading and Writing I: Fiction and Nonfiction Prose (4 credits)
ENGL 112 Critical Reading and Writing II: Drama and Poetry (4 credits)
ENGL 211 British Authors I (4 credits)
ENGL 212 British Authors II (4 credits)
ENGL 214 American Authors I (4 credits)
ENGL 215 American Authors II (4 credits)
ENGL 217 Multicultural Literature (4 credits)
ENGL 218 Literature by Women: Critical History (4 credits)
ENGL 220 The Classical Tradition (4 credits)
ENGL 221 The Modern Tradition (4 credits)

Geography
GEOG 111 Human Geography (4 credits)
GEOG 112 Physical Geography (4 credits)
GEOG 113 World Geography (4 credits)

Geology
GEOL 111 Introductory Geology I (102) (4 credits)

History
HIST 111 Origins of the Modern World to 1550 (4 credits)
HIST 112 The History of the Modern World Since 1550 (4 credits)
HIST 113 Early America in Global Perspective (4 credits)
HIST 114 The Modern U.S. in Global Perspective (4 credits)

Mathematics
MATH 100 Math Sampler (4 credits)
MATH 113 Calculus I (108, 109, 113) (4 credits)
MATH 121 Structures of Elementary Mathematics (4 credits)
MATH 128 Introduction to Discrete Mathematics (4 credits)
MATH 259 Elements of Geometry and Statistics (4 credits)

Physics
PHYS 101 General Physics for Liberal Arts Students (109, 111) (4 credits)
PHSY 109 General Physics I (111) (4 credits)
PHYS 110 General Physics II (112) (4 credits)
PHYS 111 Introduction to Classical Physics I (109) (4 credits)
PHYS 112 Introduction to Classical Physics II (110) (4 credits)

Psychology
PSY 111 General Psychology (4 credits)
PSY 121 Social Psychology (4 credits)
PSY 151 Cross-Cultural Psychology (4 credits)

Sociology
SOC 100 Introduction to Sociology (4 credits)
SOC 110 Social Problems (4 credits)

SPED 750 Survey of Exceptionality (3 credits)
Provides an overview of special education and specific categories of exceptionality. Examines the theories, legal mandates, definitions and terminology related to special education. Characteristics of individuals with exceptionalities are explored. These include, but are not limited to: gifted and talented, learning disabilities, emotional and behavioral disorders, developmental disabilities, sensory disabilities, early childhood special education and speech and language disorders.

TEGR 501 Circles of Advocates for Competency Assessment I (1 credit)
This course is designed as the first course in the Teacher Education Department for all students seeking initial teacher licensure at the graduate level. The course will provide group and individual guidance to enable students to:

• Establish a circle of educational advocates appropriate for licensure level and area(s) of concentration
• Become familiar with Minnesota licensure standards (Standards of Effective Practice for Teachers and Content Standards) and options to meet those standards. Minnesota Graduation Standards and Minnesota Technology Standards
• Assess prior experiences and academic preparation for Minnesota teacher licensure in their areas
• Develop a comprehensive plan that will ensure required competencies for the standards are demonstrated by the end of the program
• Outline and begin licensure portfolios

TEGR 510 Education’s Place in Society (3 credits)
Critical analysis of education’s place in today’s rapidly changing society. Focus is on the understanding of education from historic, philosophic and social perspectives and the impact of those perspectives on current practice. The course includes a guided, reflective, in-school field experience.

TEGR 512 Human Relations and Multicultural Education (3 credits)
Designed to assist persons in modeling appropriate multicultural, gender-fair values and actions through awareness of the crucial role of teachers in influencing positive, systemic change on critical social issues of personal growth, human interaction feedback and interpersonal relations. Fulfills Minnesota human relations requirement.

TEGR 523 Personal and Community Health, Alcohol and Drugs (2 credits)
This course is an introduction to the scientific and socio-cultural aspects of communicable and degenerative diseases, environmental health hazards and alcohol and drug problems; special emphasis is placed on the role of classroom education in health conservation, disease control and drug abuse. This is a state requirement for licensure.

TEGR 530 Psychology for Teaching and Learning (3 credits)
This graduate-level course integrates psychological principles with strategies for effective instruction. Prospective K-12 teachers explore the scientific knowledge base that underlies good teaching practices and learn to apply the principles of educational psychology to their own learning and future teaching. Participants study standards-based instruction, performance-enhancing assessment strategies, technology-assisted teaching and learning, and a variety of means of meeting the diverse needs of learners. Through reading, discussion, classroom simulations, school observations and microteaching demonstrations, participants analyze and personalize good practice. Includes research into effective teaching and learning models and guided clinical experiences. Prerequisite: TEGR 510.

TEGR 531 Circles of Advocates for Competency Assessment II (1 credit)
This graduate-level course is designed to monitor students’ progress in meeting the Minnesota licensure standards for those seeking initial teacher licensure within the Minnesota Department of Education. The course will provide group and individual guidance to enable students to:

• Successfully complete the interview process and all other requirements for full admission into the teacher education program at St. Thomas
• Identify Minnesota licensure standards that have been met by students, and aid them in successfully demonstrating the competencies not yet met in the program of study
• Assess experiences and academic preparation in their coursework for Minnesota licensure standards in their areas of teaching
• Further develop and refine their teacher licensure portfolios
• Monitor their comprehensive plans to ensure the required competencies are met

Prerequisites: TEGR 501, TEGR 510.

TEGR 540 Children’s Literature (3 credits)
Familiarization with recent as well as classical contributions to the field; a survey of children’s reading needs and interests; programs designed to encourage children to extend their reading practice.

TEGR 545 Adolescent Literature (3 credits)
Survey of contemporary adolescent literature; 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 interest and practice.

TEGR 550 Language, Literacy and Literature I (3 credits)
This graduate level course is Part I of a two-course literacy block 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 will emphasize the importance of teaching in an integrated manner to students of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten, primary and intermediate grades, the current knowledge base of research, state and national standards and recommendations for professional development. As the introductory course in literacy, it will focus on language development and literacy processes as a foundation 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: TEGR 501.

TEGR 570 Language, Literacy and Literature II (3 credits)
This graduate-level course is Part II of a two-course literacy block 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 will emphasize the importance of teaching in an integrated manner to students of diverse socio-economic backgrounds and cultures. The course will present developmentally appropriate practice for kindergarten, primary and intermediate grades, and the current knowledge base of research and recommendations for professional development. This second course in the literacy block will extend the foundations in language, literacy and children’s literature presented in the initial course to classroom applications in composing processes (writer’s workshop), assessment and evaluation, and interdisciplinary instruction. Participants will research critical issues in the field of literacy development. Prerequisites: TEGR 501, TEGR 510, TEGR 550 .

TEGR 571 Teaching Mathematics and Technology (3 credits)
This graduate-level course is intended for all students earning licensure in K-6 with a specialty, and prepares pre-service teachers to provide a problem-solving-based mathematics program and to integrate technology in their teaching in grades K-6. The focus of the course is on developmentally appropriate practice, teaching to standards, understanding mathematics, using technology to support learning, and authentic assessment. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

TEGR 572 Teaching Science and Healthy, Active Living (3 credits)
Intended for all students earning licensure in K-6 with a specialty, this graduate-level class 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 developmentally appropriate practice for a range of learners in grades K-6, curriculum content and sources, instructionally based assessment strategies, connections with community resources, national and state standards, lesson and unit planning, and curriculum and technology integration. Participants will engage in research related to science and healthy, active living. Course includes clinical experiences. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

TEGR 573 Teaching Social Studies and Fine Arts (3 credits)
Intended for all students earning licensure in K-6 with a specialty, this graduate-level course provides an overview of the social studies and fine arts for the pre-service elementary teacher. It is designed to develop a civic and cultural awareness respectful of human diversity. National and state standards, unit and lesson planning, instructional resources and technology, teaching and assessment strategies, and curriculum integration are addressed. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

TEGR 574 Curriculum and Methods for Middle Level Specialty Area (1 credit)
Intended for all students earning licensure in K-6 with a specialty, students will participate in a series of guided classroom and field experiences designed to meet the Minnesota middle-level competencies for K-6 pre-service teachers in their chosen 5-8 area of academic concentration. Emphasis is on developmentally appropriate practice for a range of learners in grades 5 through 8, expanding the content, curriculum and instructional strategies students gain through their K-6 methods courses. Age-appropriate, performance-based assessment strategies; connections with community resources; national and state standards; lesson and unit planning; and curriculum and technology integration will be covered. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

TEGR 574.01 5-8 Specialty in Communication Arts and Literature (1 credit)
TEGR 574.02 5-8 Specialty in Mathematics (1 credit)
TEGR 574.03 5-8 Specialty in Science (1 credit)
TEGR 574.04 5-8 Specialty in Social Studies (1 credit)
TEGR 574.05 K-8 Specialty in World Languages and Cultures (1 credit)

TEGR 575 Developmental Reading in the Elementary School (3 credits)
Supervised practicum, including comprehensive clinical diagnoses of reading difficulties of selected readers; formal case reports, including diagnosis and recommendation for remediation. Prerequisite: Instructor’s consent.

TEGR 576 Kindergarten Curriculum (3 credits)
This course provides knowledge and skills, insights and competencies in planning for teaching and the teacher’s role in kindergarten education. Prerequisite: TEGR 530.

TEGR 580 Curriculum and Methods for Specific Discipline and Clinical (K-12) (4 credits)
Intended for persons earning licensure in K-12 world languages and cultures, this graduate-level course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on developmentally appropriate practice for a range of learners in grades K through 12, curriculum content and sources; instructionally based assessment strategies, connections with community resources, national and state standards, lesson and unit planning and curriculum and technology integration. The course includes a clinical experience and research-based exploration of critical issues related to the content field. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

TEGR 581 Curriculum and Methods for Specific Discipline and Clinical - Grades 5-8 (2 credits)
Intended for persons earning licensure in 5-12 in the licensure areas listed below, this graduate-level course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on developmentally appropriate practice for a range of learners in grades 5 though 8, curriculum content and sources, instructionally based assessment strategies, connections with community resources, national and state standards, lesson and unit planning and curriculum and technology integration. The course includes a clinical experience and research-based exploration of critical issues related to the content field. Prerequisites: TEGR 501, TEGR 512, TEGR 530.

TEGR 581.01 Communication Arts and Literature (2 credits)
TEGR 581.03 Mathematics (2 credits)
TEGR 581.04 Science (2 credits)
TEGR 581.05 Social Studies (2 credits)

TEGR 582 Curriculum and Methods for Specific Discipline and Clinical-Grades 9-12 (2 credits)
Intended for persons earning licensure in 5-12 in the licensure areas listed below, this graduate-level course is designed to prepare teachers who will effectively engage learners with the curriculum of a specific licensure area. Emphasis is on developmentally appropriate practice for a range of learners in grades 9 through 12, curriculum content and sources, instructionally based assessment strategies, connections with community resources, national and state standards, lesson and unit planning and curriculum and technology integration. The course includes a clinical experience and research-based exploration of critical issues related to the content field. Prerequisites: TEGR 501, TEGR 512, TEGR 530. Concurrent registration: TEGR 581.

TEGR 582.01 Communication Arts and Literature (2 credits)
TEGR 582.03 Mathematics (2 credits)
TEGR 582.04 Science (2 credits)
TEGR 582.05 Social Studies (2 credits)

TEGR 660 Student Teaching (6 credits)
As the culminating experience of the graduate teacher licensure program, student teaching provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars encourage students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Student teaching, along with the companion course, TEGR 662, Teacher as Educational Advocate, is a full-time commitment under the supervision of university and school-based professionals.
Prerequisites:

• Satisfactory completion of all other required licensure coursework.
• Unconditional Admission to the Teacher Education Program
• Admission to student teaching

Concurrent registration: TEGR 661, TEGR 662.

TEGR 661 Circles of Advocates for Competency Assessment III (1 credit)
This graduate-level course in the Teacher Education Department is designed to be a final assessment of students’ evidence toward meeting the required Minnesota licensure standards. The course will provide group and individual guidance to enable students to:

• Identify and evaluate evidence that demonstrated their ability to meet the required Minnesota licensure standards at their level and concentration area(s)
• Complete their licensure portfolios for meeting Minnesota licensure standards
• Successfully complete the final assessment and interview process
• Develop a continued professional development plan as novice teachers

Prerequisites:

• Satisfactory completion of all other required licensure coursework
• Unconditional admission to the teacher education program
• Admission to student teaching

Concurrent registration with TEGR 660, TEGR 662.

TEGR 662 Student Teaching Seminar: The Teacher as Educational Advocate (noncredit)
This course, as part of a six-credit student teaching experience, is designed as a reflective capstone seminar to accompany student teaching. Intended to prepare teachers as effective, collaborative advocates for educational institutions and for students, the course includes political and social analysis of educational organizations and institutions; skill development in communication and teacher leadership; and strategies for connecting with communities and families, including families for whom English is not the primary language.

Prerequisites:

• Satisfactory completion of all other required licensure coursework
• Unconditional admission to the teacher education program
• Admission to student teaching

Concurrent registration with TEGR 660, TEGR 661.

TEGR 663 Student Teaching and Seminar Dual Licensure Extended Term (6 credits)
As the culminating experience of the graduate teacher licensure program, student teaching provides the opportunity for students to apply their knowledge and skills of teaching and learning in a classroom setting. Accompanying seminars encourage students to reflect upon the experience and to increase their repertoire of strategies for dealing with topical, relevant issues. Student teaching, along with the companion course, TEGR 662, Teacher as Educational Advocate, is a full-time commitment under the supervision of university and school-based professionals.

Prerequisites:

• Satisfactory completion of all other required licensure coursework
• Unconditional Admission to the Teacher Education Program
• Admission to student teaching

Concurrent registration: TEGR 661, TEGR 663.
Extended time for multiple experiences.

TEGR 664 Student Teaching for the Experienced Teacher (4 credits)
Designed for licensed teachers seeking to add an additional area of licensure, or for students holding a baccalaureate degree from an accredited school who have had non-licensed teaching experience for a minimum of two years in an accredited K-12 school setting. (Written verification and evaluation of teaching experience is required.) The student teaching placement will be made for one-half semester. The University of St. Thomas reserves the right to extend the experience should evaluations warrant. Deadlines to apply for student teaching: Jan. 1 for spring; Aug. 1 for fall. Information session required. Prerequisites: Acceptance into education program, completion of all required courses for licensure, admission to student teaching. Concurrent registration with CIED 672: Student Teaching Seminar/Teacher as Agent of Change Teaching Disciplines. Offered periodically––consult with your adviser on their availability.

TEGR 672 Learner Centered Classroom Management

TEGR 687 Topics Course for Teacher Education (1 credit)

TEGR 688 Topics Course for Teacher Education (2 credits)

TEGR 689 Topics Course for Teacher Education (3 credits)

TEGR 690 Topics Course for Teacher Education (4 credits)

TEGR 695 Individual Study (1 credit)

TEGR 696 Individual Study (2 credits)

TEGR 697 Individual Study (3 credits)

TEGR 698 Individual Study (4 credits)