Program Overview

The Urban Education Master of Science degree is designed for three types of graduate students:

  • licensed educators or other professionals working with urban youth and schools who are seeking a general professional development experience
  • professionals working with urban youth and schools who are seeking specific areas of professional development in English as a Second Language or Special Education
  • individuals seeking to become a licensed secondary teacher in Minnesota with a commitment to working with urban youth and schools

The coursework in this program is designed to examine the racial, socio-economic, cultural, historical, structural and systemic contexts and conditions of urban education. An asset orientation towards urban learners, families, schools, and communities is emphasized. Research on promising efforts to close gaps and create equitable learning opportunities and achievement for E-12 students is analyzed. Courses provide students opportunities to integrate theory, practice, critical reflection and research within a school or community setting to improve E-12 student learning.

The School of Urban Education offers five areas to choose from depending on the student's professional goals:

  • Curriculum, Pedagogy and Schooling for those seeking professional development only; not for licensure.
  • Secondary Education Teacher Preparation for those seeking initial grades 5-12 licensure in one of four core content areas-Communication Arts & Literature, Life/General Science, Mathematics, or Social Studies.
  • Special Education for those seeking professional development in the areas of learning disabilities or emotional/behavior disorders. For those who are already licensed general education teachers, this concentration is in process of being approved by the Minnesota Board of Teaching to prepare teachers in three K-12 additional licensure endorsements: Learning Disabilities, Emotional/Behavior Disorders or Academic and Behavioral Strategist.
  • English Learner (ESL) Education for those seeking professional development in working with youth whose first language is not English. For those who are already licensed general education teachers, this concentration is in process of being approved by the Minnesota Board of Teaching to prepare teachers for additional licensure endorsement in the K-12 English as a Second Language (ESL).
  • Reading and Critical Literacies (coming in summer 2017) for already licensed teachers who are seeking additional license endorsement for teaching K-12 Reading as well as other professionals interested in this concentration but who don't seek K-12 licensure
Program Outcomes

Students completing this program will:

  • Examine principles of urban education and effective teaching of diverse youth from various racial, ethnic, cultural, linguistic, and socio-economic backgrounds,
  • Critically reflect upon the context and conditions of urban schooling, racial and cultural identity, pedagogical practices, curriculum, and the role of urban educators in closing opportunity and achievement gaps,
  • Deepen understanding of the assets urban learners, families and communities to help nurture resilience, self-determination, empowerment, equity and social justice,
  • Gain knowledge of relevant research literature, and conduct research or implement a project to address a particular question or issue in urban education,
  • Meet the standards/competencies required for state teaching licensure (if pursuing a teacher preparation track/emphases).
Curriculum
  • Curriculum, Pedagogy and Schooling Concentration (34 credits)
  • English Learner (ESL) Education Concentration (34-44 credits)
  • Secondary Education Teacher Preparation Concentration (52-56+ credits)
  • Special Education Concentration (42-53 credits)
  • Curriculum, Pedagogy & Schooling Concentration (34 credits)
Curriculum, Pedagogy & Schooling Concentration (34 credits)

This concentration is for those seeking professional development only; it is not a licensure program.

Required Courses (19 credits):

  • EDU 600 Principles of Urban Education (4cr) OR SPED 600 Socio-Cultural Foundations in Teaching Exceptional Urban Learners (4cr)
  • EDU 614 Literacy Education in Urban (Secondary) Schools (3cr)
  • EDU 670 Advanced Reflective Practice for Urban Educators (4cr)
  • EDU 688 Research Methods in Urban/Cross-Cultural Education (4cr)
  • EDU 698 Capstone: Conducting Research Scholarship in Urban Classrooms, Schools and Communities (4cr)

Electives (15 credits):

  • EDU 602 Assessing Learning in Urban Grades 5-12: Advanced Theory and Practice (3cr)
  • EDU 606 Urban Middle and High School Teaching Methods: Advanced Theory and Practice (4cr)
  • EDU 610 Teaching and Assessing Exceptional Urban Learners: Advanced Theory and Practice (3cr)
  • EDU 615 Managing Learning in Urban 5-12 Classrooms: Advanced Theory and Practice (3cr)
  • EDU 630 Historical, Cultural, and Philosophical Foundations of Urban Education: Advanced Theory (3cr)
  • EDU 635 Teaching & Assessing English Learners in Content Area Classrooms: Advanced Theory and Practice (3cr)
  • EDU 651 Immigrants and Refugees in Urban Schools (3cr)
  • EDU 652 Theories and Methods of Language Learning (3cr)
  • EDU 653 Assessment and Curriculum for English Learners in Urban Schools (4cr)
  • SPED 600 Socio-Cultural Foundations in Teaching Exceptional Urban Learners (4cr)
  • SPED 601 Behavioral and Learning Principles for Exceptional Urban Learners (4cr)
  • A graduate course in Ethnic Studies that is part of the Masters of Arts--Liberal Studies program, or a Psychology course related to learning or youth
  • Other possible elective courses to be developed include but not limited to the following topics:
    • Critical Pedagogy
    • Critical Race Theory
    • Teacher Leadership & School Change
    • Differentiation in the Urban Classroom
    • Technology for Learning & Teaching
    • Team Teaching & Integrating Curriculum: Teaching Beyond Separate Subjects
    • Professional Learning Communities: Promises, Practices and Pitfalls
    • Systemic Urban School Reform: Past and Present

Secondary Education Teacher Preparation Concentration (52-56+ credits)

This concentration is intended for those seeking initial licensure in one of four core content areas: Communication Arts & Literature, Life/General Science, Mathematics, or Social Studies. All applicants to this concentration are conditionally admitted in the first semester, and fully admitted after the prerequisites listed have been met, typically within the first semester or two.

Prerequisites for Full Program Admission

  • At least 8 undergraduate or graduate credits in the content area (e.g., English, Math, Science or Social Studies)
  • If your bachelor's degree major was in Biology or any other science, English, Mathematics, History or any social science, you have the minimum 8 undergraduate credits in the content area (e.g., English, Math, Science or Social Studies)
  • If you have a minor in any of the above subjects, you have the minimum 8 undergraduate credits in the content area (e.g., English, Math, Science or Social Studies)
  • If neither items 1 or 2 apply to you, please email urban.education@metrostate.edu to request a master's program pre-application meeting and transcript review to determine prerequisite completion.
    Ethnic Studies competency (as evidenced by official transcripts) or an approved Ethnic Studies course (4cr) (see approved list of qualifying courses.)
  • In first semester of conditional admission, must successfully complete EDU 600 Principles of Urban Education with a grade of B or higher (all or some of which counts toward field experience.)
  • In first semester of conditional admission, must successfully complete at least 40 hours of experience working with youth in an urban setting (as evidenced by documentation of field hours and reference from field experience.)

Undergraduate Required Courses for 5-12 Licensure (6-10+ credits depending on content area and coursework completed for previous degree)

  • EDU 383 Information Technology for K-12 Education (2cr)
    Any content area coursework or its equivalent not yet completed during previous degree(s) and needed to meet licensure standards (contact the School of Urban Education for a transcript review)
  • Content Methods Coursework and Advanced Practicum
    (4-8cr specific to a licensure area, taken just prior to student teaching EDU 650)
    • Communication Arts and Literature
      • Content Area Coursework to meet licensure standards
      • LAED 445 Teaching Writing and Communications in Urban Gr 5-12 (4cr)
      • LAED 450 Teaching Language Arts in Urban Middle and High School (4cr)
      • EDU 450 Advanced Urban Teaching Practicum & Seminar (0-1cr, taken as a co-requisite with either LAED methods course)
    • Life Science/General Science
      • Content Area Coursework to meet licensure standards
      • SCED 445 Practice of Science (4cr)
      • SCED 450 Science Methods for Urban Grades 5-12 Classrooms and Lab (4cr)
      • EDU 450 Advanced Urban Teaching Practicum & Seminar (0-1cr, taken as a co-requisite with SCED 450)
    • Mathematics
      • Content Area Coursework to meet licensure standards
      • MAED 440 Teaching Mathematics to Urban Learners in Grades K-8 (4cr)
      • MAED 450 Teaching Mathematics to Urban Learners in Grades 7-12 (4cr)
      • EDU 450 Advanced Urban Teaching Practicum & Seminar (0-1cr, taken as a co-requisite with either MAED methods course)
    • Social Studies
      • Content Area Coursework to meet licensure standards
      • SSED 450 Teaching Social Studies in Urban Grades 5-12 (4cr)
      • EDU 450 Advanced Urban Teaching Practicum & Seminar (0-1cr, taken as a co-requisite with SSED 450)

Special Education Concentration (42-53 credits)
This concentration is intended for teachers already licensed in MN who are seeking additional licensure endorsement for teaching K-12 Special Education in these areas: Academic and Behavioral Strategist, Emotional-Behavior Disorders, and/or Learning Disabilities. Other professionals may complete this concentration, but cannot earn K-12 special education licensure endorsements unless they are already MN licensed in another general education field.

Please note: as of 03/02/15, the School of Urban Education is approved to offer the master's degree with this concentration, but is still awaiting approval of the program from the MN Board of Teaching to recommend candidates for K-12 Special Education licensure.

Prerequisite (for students seeking K-12 licensure only; other students have no specific prerequisites)

  • Existing MN teaching licensure in any general education field.

Required Courses (39cr)
After being accepted into the program, all students will complete 42 credits at the graduate (600) level for the degree including 39 required credits and 3 elective credits. Students seeking licensure with the master's will successfully complete 14 credits of additional coursework for the specific licensure, including 6 credits at the undergraduate level and 8 credits at the graduate level to meet licensure standards.

  • SPED 600 Socio-Cultural Foundations in Teaching Exceptional Urban Learners (4cr)
  • SPED 601 Behavioral and Learning Principles for Exceptional Urban Learners (4cr)
  • SPED 602 Models of Community and Family Involvement in Special Education (3cr)
  • SPED 603 Assessment in Urban Special Education (4cr) with co-requisite
  • SPED 610 Practicum in LD Assessment (0-1cr) and/or
  • SPED 611 Practicum in EBD Assessment (0-1cr)
  • SPED 604 Instructional, Assistive & Alternative Information Technology for Professional Education Settings (3cr)
  • SPED 605 Principles of Educational Collaboration for Instruction and Planning in Urban K-12 Settings (3cr)
  • SPED 606 Socio-Cultural and Linguistic Frameworks for Classroom and School System Behavioral and Academic Supports (3cr)
  • EDU 614 Literacy Education in Urban Schools (3cr)
  • EDU 670 Advanced Reflective Practice for Urban Educators (4cr)
  • EDU 688 Research Methods in Urban/Cross-Cultural Education (4cr)
  • EDU 698 Capstone: Conducting Research in Urban Classrooms, Schools and Communities (4cr)

Elective Courses (3cr minimum for students seeking degree only, not seeking licensure; choose one of the following courses)

  • EDU 610 Teaching and Assessing Exceptional Urban Learners: Advanced Theory and Practice (3cr)
  • SPED 607 Characteristics & Instruction of Students with Learning Disabilities (3cr)
  • SPED 608 Characteristics of Diverse Students with Emotional/Behavioral Disorders (3cr)

Elective Courses (16cr minimum for students seeking licensure; choose at least one of the following licensure options)

Academic and Behavior Strategist Licensure Endorsement (16cr)

  • EDU 483 Foundations of Teaching Reading in Urban Grades K-6 (3cr)
  • EDU 487 Methods of Teaching Reading in Urban Grades K-6 (3cr)
  • EDU 610 Teaching and Assessing Exceptional Urban Learners: Advanced Theory and Practice (3cr)
  • SPED 609 Special Education Instructional Methods for Students with Diverse Disabilities (4cr) with
  • SPED 650 Advanced ABS Practicum (1cr)
  • SPED 690 Special Education Student Teaching K-12 (2-8cr)

Emotional Behavior Disorders Licensure Endorsement (16cr)

  • EDU 483 Foundations of Teaching Reading in Urban Grades K-6 (3cr)
  • EDU 487 Methods of Teaching Reading in Urban Grades K-6 (3cr)
  • SPED 608 Characteristics of Diverse Students with Emotional/Behavioral Disorders (3cr)
  • SPED 609 Special Education Instructional Methods for Students with Diverse Disabilities (4cr) with
  • SPED 651 Advanced EBD Practicum (1cr)
  • SPED 690 Special Education Student Teaching K-12 (2-8cr)

Learning Disability Licensure Endorsement (16cr)

  • EDU 483 Foundations of Teaching Reading in Urban Grades K-6 (3cr)
  • EDU 487 Methods of Teaching Reading in Urban Grades K-6 (3cr)
  • SPED 607 Characteristics & Instruction of Students with Learning Disabilities (3cr)
  • SPED 609 Special Education Instructional Methods for Students with Diverse Disabilities (4cr) with
  • SPED 652 Advanced LD Practicum (1cr)
  • SPED 690 Special Education Student Teaching K-12 (2-8cr)

English Learner (ESL) Education Concentration (34-44 credits)
This concentration is intended for teachers already licensed in MN who are seeking additional licensure endorsement for K-12 ESL teaching. Other professionals may complete this concentration, but cannot earn K-12 ESL licensure endorsement unless they are already MN licensed in another general education field.

Please note: as of 03/02/15, the School of Urban Education is approved to offer the master's degree with this concentration, but is still awaiting approval of the program from the MN Board of Teaching to recommend candidates for K-12 ESL licensure.

Prerequisite (only for students seeking K-12 licensure; other students have no specific prerequisites)

  • Existing MN teaching licensure in any general education field

Required Courses (34-44cr)
After being accepted into the program, all students will complete 34 credits at the graduate (600) level for the degree. Students seeking licensure with the Master's will successfully complete 44 credits of coursework, including 7 credits at the undergraduate level and 3 additional graduate credits to meet licensure standards. Students only completing the master's do not need to complete LING 316, EDU 483, EDU 656, EDU 657 nor EDU 658.

More information about this program

Admission Criteria

This is a summary listing only. See Applying to the Program for full details on application requirements and the deadline.

  • Graduate Application
  • $20 non-refundable application fee (waived for graduates of Metropolitan State University)
  • Official transcripts
  • Letter of Application
  • Resume
  • Writing Sample
  • Two references
  • Teaching license (if earned)
Transfer Credits

With the approval of the School of Urban Education, students may substitute relevant credits earned in other regionally accredited graduate programs toward their Metropolitan State degree. Students may request up to 12 graduate semester credits be applied toward their MS-Urban Education degree completion. This total includes graduate credits taken at Metropolitan State University in other graduate programs. Transfer credits need to have been completed within seven years of beginning the MS-Urban Education program.

Additional Information

Academic Standing

To remain in good standing and to be qualified for graduation, you must maintain a cumulative grade point average of at least 3.0. Grades below C do not apply to program requirements, but are calculated in the cumulative grade point average. See university Graduate Policies & Procedures for more information.
In addition, please see the Financial Aid Satisfactory Academic Progress Policy.

Accreditation

Metropolitan State University is accredited by the Higher Learning Commission. The School of Urban Education and Metropolitan State are approved by the Minnesota Board of Teaching (BoT) to offer teacher licensure programs and make licensing recommendations to the Board for persons who complete Board approved programs. The graduate-level initial licensure program in Secondary Education Teacher Preparation is approved by the Minnesota Board of Teaching.(Note: While the ESL and Special Education concentrations are approved master's degree options, BoT approval is still pending (as of 03/10/2015) for these concentrations as endorsement licensure programs for persons who already hold any MN teaching license.

Time to Completion

Students have seven years from their first semester of graduate study in the program to complete the degree requirements. Students may request an extension of the time limit by writing to the Graduate Program Coordinator. Such requests must be received prior to the expiration of the time limit. Requests for extensions should include reason(s) for requesting the extension, a summary plan to complete graduation requirements, and a specific date for the extension to expire. Extension decisions are made by the Graduate Program Coordinator and are not automatic and cannot be appealed.

Faculty

Manuel Barrera, Rosa Fagundes, Nadine Haley, Yun-Ting Hung, Tracey Pyscher, Paul Spies, new faculty being hired, and several community faculty.

Contact Information

After reviewing the information provided on the website, if you have specific questions regarding the MS in Urban Education, please email urban.education@metrostate.edu or call 651-999-5920 and ask to speak with an advisor.

General questions about the online application process can be directed to graduate.studies@metrostate.edu (preferred) or call 612-659-7150.

Additional Program Information 


How Admissions Works

We are looking forward to you joining us. Take the first step by filling out this application.
Course List

Prerequisites

Urban Education MS Electives (15 credits)

Other possible elective courses to be developed include but not limited to the following topics:

◦ Critical Pedagogy
◦ Critical Race Theory
◦ Teacher Leadership & School Change
◦ Differentiation in the Urban Classroom
◦ Technology for Learning & Teaching
◦ Team Teaching & Integrating Curriculum: Teaching Beyond Separate Subjects
◦ Professional Learning Communities: Promises, Practices and Pitfalls
◦ Systemic Urban School Reform: Past & Present

A graduate course in Ethnic Studies that is part of the Masters of Arts--Liberal Studies program, or a Psychology course related to learning or youth

  • EDU 602 Assessing Learning in Urban Grades 5-12 - Advanced Theory and Practice
    3 credits

    This course explores advanced theory and practice to support the use of assessment as a tool to guide the planning, development and implementation of curriculum and instruction. Participants will examine theories and research related to principles of learning, motivation, and multiple knowledge and skill sets. Participants will gain practical experience designing short and long term learner outcomes and the use of various assessment tools and approaches. Teacher candidates will gain skills at identifying areas of student mastery and indicating areas of future learning. Topics include standards-based instruction, formative and summative assessment, standardized testing, validity, reliability, bias, rubrics, portfolio-based assessment, performance-based assessment and communicating with families. State and national standards and performance criteria for the evaluation of teaching will also be reviewed. Clinical field experience hours are part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 606 Urban Middle School & High School Methods -Advanced Theory and Practice
    4 credits

    This course provides advanced theory and practice regarding common methods of differentiating instruction for urban middle school and high school classrooms. Post-baccalaureate urban teacher candidates learn how to create developmentally appropriate and culturally relevant unit and lesson plans that attend to the various abilities, needs, cultures, experiences, and interests of urban 5-12 students while also meeting district and state standards for learning and making interdisciplinary connections. Foundational understanding of the diverse learning styles and developmental characteristics of young adolescent and adolescent learners forms the basis upon which appropriate plans are developed and methods are employed. The inter-relationships between standards, assessment, curriculum and instruction are examined in promoting high achievement for each urban learner. Teacher candidates examine current trends and research in urban middle school and high school education along with the knowledge and skills these trends demand of effective urban educators, including teacher collaboration and teaming. Clinical field experience hours participating in an urban middle school and/or high school classroom are part of the requirements for the course.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 610 Teaching & Assessing Exceptional Urban Learners-Advanced Theory & Practice
    3 credits

    This course reviews advanced theory and practice to support the education of exceptional urban and diverse learners in grades 5-12. The course will address what teachers should know about exceptional learners, including students with disabilities and students with special gifts and talents. The responsibilities of general education teachers in service to students with special needs who are included in the mainstreamed classroom will also be examined, and practice will be provided for developing lesson plans and assessments that meet the needs of students with exceptionalities. Special education law and collaboration with special education staff will be discussed in the context of reviewing current research, issues and best practices for pre- and post-special education service needs of exceptional learners in urban public schools. Clinical field experience hours are part of the course requirements.

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  • EDU 615 Managing Learning in Urban 5-12 Classrooms-Advanced Theory and Practice
    3 credits

    This course examines current theory and research on the relationship between classroom management and academic achievement to prepare prospective urban teachers for facilitating student learning in a positive classroom environment. Participants in this course will examine teacher and student classroom behaviors from a cross-cultural perspective to recognize the effects of cultural/linguistic differences in the assessment, interpretation, and planning of the instructional and social environment in a class. Students will gain understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self motivation. Students will also gain understanding of how factors in students' environment outside of school may influence the classroom learning environment. A portion of this course will explore the influence of the use and misuse of drugs, and management strategies for atypical behaviors stemming from the effects of chemical dependency in adolescents. Teacher candidates will explore multiple theories, methods and strategies for integrating effective classroom management approaches into urban middle school and high school classrooms, including collaborating with other professionals and families to ensure a positive learning environment for all. Clinical field experience hours are part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 630 Historical, Cultural, and Philosophical Foundations of Urban Education
    3 credits

    This course explores historical, cultural, sociological, and philosophical foundations of education in the United States with an express focus on urban education principles and practices. The metropolitan community is used as a resource for learning about the educational strengths and challenges faced by diverse groups. Students will gain understanding of the contributions and lifestyles of various racial, cultural, and economic groups in our society, including an emphasis on Minnesota-based American Indian culture, history, and tribal government. Core concepts include democracy and education, educational equity for all students, and historical as well as contemporary relationships between school and society. Emphasis is on issues of power and the educational segregation and attempted de-culturalization of historically marginalized groups. Resilience and persistent struggles for equal educational opportunity in the face of oppression are also emphasized from diverse cultural perspectives. Philosophical, legal, cultural, and ethical perspectives about education will be explored as teacher candidates develop critical awareness of issues and develop their own philosophies of education.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 635 Teaching Assessing ELL Students in Content-Advanced Theory and Practice
    3 credits

    This course includes an examination of theory, research, and practice regarding the process of second language acquisition and various strategies for teaching English Language Learners (ELL) subject matter content in urban K-12 classrooms. Prospective and current urban teachers will learn how to modify mainstream course materials and instructional strategies so that ELL students can engage in course content while simultaneously developing their English language skills. Course activities and expectations include demonstrating teaching strategies; developing lesson modifications; evaluating textbooks and other materials and resources available in the field; and examining issues in testing students of limited English proficiency for placement, diagnosis, exit, and evaluation. There is a requirement of a 10-hour field experience in urban setting involving classroom participant-observations and working with an ELL student.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 651 Immigrants and Refugees in Urban Schools
    3 credits

    This course examines the experience of students in grades K-12 who are immigrants or refugees (or their relatives) living in urban communities, particularly within the Twin Cities. The historical and contemporary push and/or pull factors that contributed to families from various countries and cultures recently coming to the United States will be examined. Important similarities and differences between the experiences and status of immigrants and refugees will also be studied. Particular challenges encountered within the U.S. will be explored, as well as examples of resiliency, achievement, and community resources. Students will gain the understanding of different cultural practices; benefits of bilingual education; how the larger community and the socio-cultural framework shape communication with parents; and how the urban environment conditions may influence learning. Critical issues in urban multilingual immigrant and refugee communities will be discussed. Graduate-level research and theoretical perspectives are part of the expectations.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 652 Theories and Methods of Language Learning
    3 credits

    This course starts with the fundamentals of the first and second language acquisition, and differences between child, adolescent, and adult language acquisition. Students will learn and demonstrate strategies to develop skills in listening, speaking, reading, and writing across the K-12 curriculum. Other topics are: differences between literacy development in the first language and the second language and implications for teaching English learners; and communication techniques that enhance student learning. Students will become familiar with a variety of methods, approaches, techniques, and programs; and will investigate issues related to the full inclusion of English learners in the school setting; and that both language learning and subject matter learning are essential to student success. The teaching of reading and writing across the curriculum will be emphasized, as well as the use of technology. Urban field experience in grades K-12 is part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 653 Assessment and Curriculum for English Learners in Urban Schools
    4 credits

    This course includes formal and informal second language assessment techniques to determine placement and to evaluate the progress of English learners in grades K-12. It also addresses criteria for determining the readiness to enter and exit English proficiency programs. Students will gain an understanding of the characteristics and limitations of second language assessment, including the ones for placement in gifted and special education programs; they will learn item and test construction methods appropriate for students with limited English proficiency; and how to administer, interpret, and explain test results to parents and colleagues; rubrics and standards alignment with district goals. Other topics are: curriculum development related to the English learners; program planning; connecting schooling experiences with everyday life, the workplace, and further education; involving the community; purpose of co-curricular and extracurricular activities; and best practices. Urban field experience in grades K-12 is part of the requirements. Prerequisites: Admission to the UTP; Ling 316.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'

Requirements ( by concentration to your left - total credits)

Urban Education MS Required Courses (19 credits)

  • EDU 600 Principles of Urban Education
    4 credits

    This course is designed for graduate level study and conducted in seminar format. The purpose is to explore the impact of successful teaching of diverse students in urban classrooms. Students in the seminar will examine issues related to urban education mirrored in research, theory, and practice while looking at instructional approaches as reflected in the Standards of Effective Practice. Topics will include but not exclusive to multicultural competencies, curriculum transformation, and teacher dispositions. In addition, students will come to understand the role of the students' family, culture, social class, and ethnicity. The seminar is designed to meet several Standards of Effective Practice for the State of Minnesota Board of Teaching (BOT) (State Statute 8700.2000) for all teacher licensing programs.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 614 Literacy Education in Urban Schools - Advanced Theory and Practice
    3 credits

    This course explores advanced theory and practice to support academic literacy among urban learners in secondary classrooms. First, through readings, discursive presentations, and applied exercises, participants in this course will acquire techniques to assist struggling readers and writers. Alongside these skills, course participants will learn how to engage secondary urban learners in assuming responsibility for literacy self-development. Third, the course will include review and development of a variety of materials to teach diverse middle and high school students whose reading and developmental levels vary widely.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 670 Advanced Reflective Practice for Urban Educators
    4 credits

    This course examines the important role of critical reflection for the professional development and effectiveness of urban teachers in their efforts to provide equitable educational opportunities and increase achievement of their diverse students. Various types of reflection will be practiced in critically thinking about the multiple and complex aspects of the teaching and learning process within a racial, socio-economic, cultural, historical, structural and systemic context. The role of urban educators as agents and leaders of change will be examined, in addition to how reflection can be used as a tool to foster change for educational equity. Reflection during the course will lead to identifying a central focus and question for thesis research.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 688 Research Methods in Urban/Cross-Cultural Education
    4 credits

    The course engages students in the variety of educational research designs, analyses and conceptual frameworks appropriate for research in diverse and urban educational settings. The course examines approaches to research for improving classroom or school practices and/or connections with diverse urban or cross-cultural communities. Research methods learned include responsible conduct of research and human subjects protections, quantitative, qualitative, and mixed methods along with issues of sampling, measurement, and technical adequacy of observed research results in urban educational settings.

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  • EDU 698 Capstone: Conducting Research in Urban Classrooms, Schools and Communities
    4 credits

    This course provides both an introduction to modes of research and scholarship useful in urban education or other diverse cross-cultural educational settings and an opportunity for applying principles learned to classrooms, schools, or communities. Students develop and complete a culminating project of research to improve an aspect of teaching, student learning, a school program/initiative or a community service and share their findings with others.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8

Urban Education MS Electives (15 credits)

Other possible elective courses to be developed include but not limited to the following topics:

◦ Critical Pedagogy
◦ Critical Race Theory
◦ Teacher Leadership & School Change
◦ Differentiation in the Urban Classroom
◦ Technology for Learning & Teaching
◦ Team Teaching & Integrating Curriculum: Teaching Beyond Separate Subjects
◦ Professional Learning Communities: Promises, Practices and Pitfalls
◦ Systemic Urban School Reform: Past & Present

A graduate course in Ethnic Studies that is part of the Masters of Arts--Liberal Studies program, or a Psychology course related to learning or youth

  • EDU 602 Assessing Learning in Urban Grades 5-12 - Advanced Theory and Practice
    3 credits

    This course explores advanced theory and practice to support the use of assessment as a tool to guide the planning, development and implementation of curriculum and instruction. Participants will examine theories and research related to principles of learning, motivation, and multiple knowledge and skill sets. Participants will gain practical experience designing short and long term learner outcomes and the use of various assessment tools and approaches. Teacher candidates will gain skills at identifying areas of student mastery and indicating areas of future learning. Topics include standards-based instruction, formative and summative assessment, standardized testing, validity, reliability, bias, rubrics, portfolio-based assessment, performance-based assessment and communicating with families. State and national standards and performance criteria for the evaluation of teaching will also be reviewed. Clinical field experience hours are part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 606 Urban Middle School & High School Methods -Advanced Theory and Practice
    4 credits

    This course provides advanced theory and practice regarding common methods of differentiating instruction for urban middle school and high school classrooms. Post-baccalaureate urban teacher candidates learn how to create developmentally appropriate and culturally relevant unit and lesson plans that attend to the various abilities, needs, cultures, experiences, and interests of urban 5-12 students while also meeting district and state standards for learning and making interdisciplinary connections. Foundational understanding of the diverse learning styles and developmental characteristics of young adolescent and adolescent learners forms the basis upon which appropriate plans are developed and methods are employed. The inter-relationships between standards, assessment, curriculum and instruction are examined in promoting high achievement for each urban learner. Teacher candidates examine current trends and research in urban middle school and high school education along with the knowledge and skills these trends demand of effective urban educators, including teacher collaboration and teaming. Clinical field experience hours participating in an urban middle school and/or high school classroom are part of the requirements for the course.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 610 Teaching & Assessing Exceptional Urban Learners-Advanced Theory & Practice
    3 credits

    This course reviews advanced theory and practice to support the education of exceptional urban and diverse learners in grades 5-12. The course will address what teachers should know about exceptional learners, including students with disabilities and students with special gifts and talents. The responsibilities of general education teachers in service to students with special needs who are included in the mainstreamed classroom will also be examined, and practice will be provided for developing lesson plans and assessments that meet the needs of students with exceptionalities. Special education law and collaboration with special education staff will be discussed in the context of reviewing current research, issues and best practices for pre- and post-special education service needs of exceptional learners in urban public schools. Clinical field experience hours are part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 615 Managing Learning in Urban 5-12 Classrooms-Advanced Theory and Practice
    3 credits

    This course examines current theory and research on the relationship between classroom management and academic achievement to prepare prospective urban teachers for facilitating student learning in a positive classroom environment. Participants in this course will examine teacher and student classroom behaviors from a cross-cultural perspective to recognize the effects of cultural/linguistic differences in the assessment, interpretation, and planning of the instructional and social environment in a class. Students will gain understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self motivation. Students will also gain understanding of how factors in students' environment outside of school may influence the classroom learning environment. A portion of this course will explore the influence of the use and misuse of drugs, and management strategies for atypical behaviors stemming from the effects of chemical dependency in adolescents. Teacher candidates will explore multiple theories, methods and strategies for integrating effective classroom management approaches into urban middle school and high school classrooms, including collaborating with other professionals and families to ensure a positive learning environment for all. Clinical field experience hours are part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 630 Historical, Cultural, and Philosophical Foundations of Urban Education
    3 credits

    This course explores historical, cultural, sociological, and philosophical foundations of education in the United States with an express focus on urban education principles and practices. The metropolitan community is used as a resource for learning about the educational strengths and challenges faced by diverse groups. Students will gain understanding of the contributions and lifestyles of various racial, cultural, and economic groups in our society, including an emphasis on Minnesota-based American Indian culture, history, and tribal government. Core concepts include democracy and education, educational equity for all students, and historical as well as contemporary relationships between school and society. Emphasis is on issues of power and the educational segregation and attempted de-culturalization of historically marginalized groups. Resilience and persistent struggles for equal educational opportunity in the face of oppression are also emphasized from diverse cultural perspectives. Philosophical, legal, cultural, and ethical perspectives about education will be explored as teacher candidates develop critical awareness of issues and develop their own philosophies of education.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 635 Teaching Assessing ELL Students in Content-Advanced Theory and Practice
    3 credits

    This course includes an examination of theory, research, and practice regarding the process of second language acquisition and various strategies for teaching English Language Learners (ELL) subject matter content in urban K-12 classrooms. Prospective and current urban teachers will learn how to modify mainstream course materials and instructional strategies so that ELL students can engage in course content while simultaneously developing their English language skills. Course activities and expectations include demonstrating teaching strategies; developing lesson modifications; evaluating textbooks and other materials and resources available in the field; and examining issues in testing students of limited English proficiency for placement, diagnosis, exit, and evaluation. There is a requirement of a 10-hour field experience in urban setting involving classroom participant-observations and working with an ELL student.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 651 Immigrants and Refugees in Urban Schools
    3 credits

    This course examines the experience of students in grades K-12 who are immigrants or refugees (or their relatives) living in urban communities, particularly within the Twin Cities. The historical and contemporary push and/or pull factors that contributed to families from various countries and cultures recently coming to the United States will be examined. Important similarities and differences between the experiences and status of immigrants and refugees will also be studied. Particular challenges encountered within the U.S. will be explored, as well as examples of resiliency, achievement, and community resources. Students will gain the understanding of different cultural practices; benefits of bilingual education; how the larger community and the socio-cultural framework shape communication with parents; and how the urban environment conditions may influence learning. Critical issues in urban multilingual immigrant and refugee communities will be discussed. Graduate-level research and theoretical perspectives are part of the expectations.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 652 Theories and Methods of Language Learning
    3 credits

    This course starts with the fundamentals of the first and second language acquisition, and differences between child, adolescent, and adult language acquisition. Students will learn and demonstrate strategies to develop skills in listening, speaking, reading, and writing across the K-12 curriculum. Other topics are: differences between literacy development in the first language and the second language and implications for teaching English learners; and communication techniques that enhance student learning. Students will become familiar with a variety of methods, approaches, techniques, and programs; and will investigate issues related to the full inclusion of English learners in the school setting; and that both language learning and subject matter learning are essential to student success. The teaching of reading and writing across the curriculum will be emphasized, as well as the use of technology. Urban field experience in grades K-12 is part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 653 Assessment and Curriculum for English Learners in Urban Schools
    4 credits

    This course includes formal and informal second language assessment techniques to determine placement and to evaluate the progress of English learners in grades K-12. It also addresses criteria for determining the readiness to enter and exit English proficiency programs. Students will gain an understanding of the characteristics and limitations of second language assessment, including the ones for placement in gifted and special education programs; they will learn item and test construction methods appropriate for students with limited English proficiency; and how to administer, interpret, and explain test results to parents and colleagues; rubrics and standards alignment with district goals. Other topics are: curriculum development related to the English learners; program planning; connecting schooling experiences with everyday life, the workplace, and further education; involving the community; purpose of co-curricular and extracurricular activities; and best practices. Urban field experience in grades K-12 is part of the requirements. Prerequisites: Admission to the UTP; Ling 316.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'

Required Courses for All 5-12 Initial Licensure Programs (34 credits)

  • EDU 600 Principles of Urban Education
    4 credits

    This course is designed for graduate level study and conducted in seminar format. The purpose is to explore the impact of successful teaching of diverse students in urban classrooms. Students in the seminar will examine issues related to urban education mirrored in research, theory, and practice while looking at instructional approaches as reflected in the Standards of Effective Practice. Topics will include but not exclusive to multicultural competencies, curriculum transformation, and teacher dispositions. In addition, students will come to understand the role of the students' family, culture, social class, and ethnicity. The seminar is designed to meet several Standards of Effective Practice for the State of Minnesota Board of Teaching (BOT) (State Statute 8700.2000) for all teacher licensing programs.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 602 Assessing Learning in Urban Grades 5-12 - Advanced Theory and Practice
    3 credits

    This course explores advanced theory and practice to support the use of assessment as a tool to guide the planning, development and implementation of curriculum and instruction. Participants will examine theories and research related to principles of learning, motivation, and multiple knowledge and skill sets. Participants will gain practical experience designing short and long term learner outcomes and the use of various assessment tools and approaches. Teacher candidates will gain skills at identifying areas of student mastery and indicating areas of future learning. Topics include standards-based instruction, formative and summative assessment, standardized testing, validity, reliability, bias, rubrics, portfolio-based assessment, performance-based assessment and communicating with families. State and national standards and performance criteria for the evaluation of teaching will also be reviewed. Clinical field experience hours are part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 606 Urban Middle School & High School Methods -Advanced Theory and Practice
    4 credits

    This course provides advanced theory and practice regarding common methods of differentiating instruction for urban middle school and high school classrooms. Post-baccalaureate urban teacher candidates learn how to create developmentally appropriate and culturally relevant unit and lesson plans that attend to the various abilities, needs, cultures, experiences, and interests of urban 5-12 students while also meeting district and state standards for learning and making interdisciplinary connections. Foundational understanding of the diverse learning styles and developmental characteristics of young adolescent and adolescent learners forms the basis upon which appropriate plans are developed and methods are employed. The inter-relationships between standards, assessment, curriculum and instruction are examined in promoting high achievement for each urban learner. Teacher candidates examine current trends and research in urban middle school and high school education along with the knowledge and skills these trends demand of effective urban educators, including teacher collaboration and teaming. Clinical field experience hours participating in an urban middle school and/or high school classroom are part of the requirements for the course.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 610 Teaching & Assessing Exceptional Urban Learners-Advanced Theory & Practice
    3 credits

    This course reviews advanced theory and practice to support the education of exceptional urban and diverse learners in grades 5-12. The course will address what teachers should know about exceptional learners, including students with disabilities and students with special gifts and talents. The responsibilities of general education teachers in service to students with special needs who are included in the mainstreamed classroom will also be examined, and practice will be provided for developing lesson plans and assessments that meet the needs of students with exceptionalities. Special education law and collaboration with special education staff will be discussed in the context of reviewing current research, issues and best practices for pre- and post-special education service needs of exceptional learners in urban public schools. Clinical field experience hours are part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 614 Literacy Education in Urban Schools - Advanced Theory and Practice
    3 credits

    This course explores advanced theory and practice to support academic literacy among urban learners in secondary classrooms. First, through readings, discursive presentations, and applied exercises, participants in this course will acquire techniques to assist struggling readers and writers. Alongside these skills, course participants will learn how to engage secondary urban learners in assuming responsibility for literacy self-development. Third, the course will include review and development of a variety of materials to teach diverse middle and high school students whose reading and developmental levels vary widely.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 615 Managing Learning in Urban 5-12 Classrooms-Advanced Theory and Practice
    3 credits

    This course examines current theory and research on the relationship between classroom management and academic achievement to prepare prospective urban teachers for facilitating student learning in a positive classroom environment. Participants in this course will examine teacher and student classroom behaviors from a cross-cultural perspective to recognize the effects of cultural/linguistic differences in the assessment, interpretation, and planning of the instructional and social environment in a class. Students will gain understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self motivation. Students will also gain understanding of how factors in students' environment outside of school may influence the classroom learning environment. A portion of this course will explore the influence of the use and misuse of drugs, and management strategies for atypical behaviors stemming from the effects of chemical dependency in adolescents. Teacher candidates will explore multiple theories, methods and strategies for integrating effective classroom management approaches into urban middle school and high school classrooms, including collaborating with other professionals and families to ensure a positive learning environment for all. Clinical field experience hours are part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 630 Historical, Cultural, and Philosophical Foundations of Urban Education
    3 credits

    This course explores historical, cultural, sociological, and philosophical foundations of education in the United States with an express focus on urban education principles and practices. The metropolitan community is used as a resource for learning about the educational strengths and challenges faced by diverse groups. Students will gain understanding of the contributions and lifestyles of various racial, cultural, and economic groups in our society, including an emphasis on Minnesota-based American Indian culture, history, and tribal government. Core concepts include democracy and education, educational equity for all students, and historical as well as contemporary relationships between school and society. Emphasis is on issues of power and the educational segregation and attempted de-culturalization of historically marginalized groups. Resilience and persistent struggles for equal educational opportunity in the face of oppression are also emphasized from diverse cultural perspectives. Philosophical, legal, cultural, and ethical perspectives about education will be explored as teacher candidates develop critical awareness of issues and develop their own philosophies of education.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 635 Teaching Assessing ELL Students in Content-Advanced Theory and Practice
    3 credits

    This course includes an examination of theory, research, and practice regarding the process of second language acquisition and various strategies for teaching English Language Learners (ELL) subject matter content in urban K-12 classrooms. Prospective and current urban teachers will learn how to modify mainstream course materials and instructional strategies so that ELL students can engage in course content while simultaneously developing their English language skills. Course activities and expectations include demonstrating teaching strategies; developing lesson modifications; evaluating textbooks and other materials and resources available in the field; and examining issues in testing students of limited English proficiency for placement, diagnosis, exit, and evaluation. There is a requirement of a 10-hour field experience in urban setting involving classroom participant-observations and working with an ELL student.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 650 Student Teaching in the Urban Secondary School Grades 5-12
    0 credits

    Supervised student teaching with students in an urban middle school or high school (grades 5 to 12) individualized for post-baccalaureate pre-service teacher candidates needing the required ten full-time weeks or equivalent for Minnesota teacher licensure. Limited student teaching placements are arranged for currently licensed teachers seeking to expand or add licensure through the post-baccalaureate process. Periodic seminars with other student teachers and the development of a standards-based portfolio are also required.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8

Additional Required Courses to earn the Master's degree (12cr):

  • EDU 670 Advanced Reflective Practice for Urban Educators
    4 credits

    This course examines the important role of critical reflection for the professional development and effectiveness of urban teachers in their efforts to provide equitable educational opportunities and increase achievement of their diverse students. Various types of reflection will be practiced in critically thinking about the multiple and complex aspects of the teaching and learning process within a racial, socio-economic, cultural, historical, structural and systemic context. The role of urban educators as agents and leaders of change will be examined, in addition to how reflection can be used as a tool to foster change for educational equity. Reflection during the course will lead to identifying a central focus and question for thesis research.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 688 Research Methods in Urban/Cross-Cultural Education
    4 credits

    The course engages students in the variety of educational research designs, analyses and conceptual frameworks appropriate for research in diverse and urban educational settings. The course examines approaches to research for improving classroom or school practices and/or connections with diverse urban or cross-cultural communities. Research methods learned include responsible conduct of research and human subjects protections, quantitative, qualitative, and mixed methods along with issues of sampling, measurement, and technical adequacy of observed research results in urban educational settings.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 698 Capstone: Conducting Research in Urban Classrooms, Schools and Communities
    4 credits

    This course provides both an introduction to modes of research and scholarship useful in urban education or other diverse cross-cultural educational settings and an opportunity for applying principles learned to classrooms, schools, or communities. Students develop and complete a culminating project of research to improve an aspect of teaching, student learning, a school program/initiative or a community service and share their findings with others.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8

Undergraduate Required Courses for 5-12 Licensure (6-10+ credits depending on content area and coursework completed for previous degree)

  • Please verify that your Course List is separated by ',' (comma) or 'OR'

Special Education Required Courses

Undergraduate Required Courses for 5-12 Licensure (6-10+ credits depending on content area and coursework completed for previous degree)

  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • EDU 614 Literacy Education in Urban Schools - Advanced Theory and Practice
    3 credits

    This course explores advanced theory and practice to support academic literacy among urban learners in secondary classrooms. First, through readings, discursive presentations, and applied exercises, participants in this course will acquire techniques to assist struggling readers and writers. Alongside these skills, course participants will learn how to engage secondary urban learners in assuming responsibility for literacy self-development. Third, the course will include review and development of a variety of materials to teach diverse middle and high school students whose reading and developmental levels vary widely.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 670 Advanced Reflective Practice for Urban Educators
    4 credits

    This course examines the important role of critical reflection for the professional development and effectiveness of urban teachers in their efforts to provide equitable educational opportunities and increase achievement of their diverse students. Various types of reflection will be practiced in critically thinking about the multiple and complex aspects of the teaching and learning process within a racial, socio-economic, cultural, historical, structural and systemic context. The role of urban educators as agents and leaders of change will be examined, in addition to how reflection can be used as a tool to foster change for educational equity. Reflection during the course will lead to identifying a central focus and question for thesis research.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 688 Research Methods in Urban/Cross-Cultural Education
    4 credits

    The course engages students in the variety of educational research designs, analyses and conceptual frameworks appropriate for research in diverse and urban educational settings. The course examines approaches to research for improving classroom or school practices and/or connections with diverse urban or cross-cultural communities. Research methods learned include responsible conduct of research and human subjects protections, quantitative, qualitative, and mixed methods along with issues of sampling, measurement, and technical adequacy of observed research results in urban educational settings.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 698 Capstone: Conducting Research in Urban Classrooms, Schools and Communities
    4 credits

    This course provides both an introduction to modes of research and scholarship useful in urban education or other diverse cross-cultural educational settings and an opportunity for applying principles learned to classrooms, schools, or communities. Students develop and complete a culminating project of research to improve an aspect of teaching, student learning, a school program/initiative or a community service and share their findings with others.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8

Elective Courses (16cr minimum for students seeking licensure; choose at least one of the following licensure options)

Academic and Behavior Strategist Licensure Endorsement (16cr)

  • EDU 483 Foundations of Teaching Reading in Urban Grades K-6
    3 credits

    This course explores the fundamentals of reading instruction. The course provides Early Childhood and pre service k-6 teachers with knowledge of the foundations of the reading and writing process, strategies and curriculum materials to support reading and writing instruction, assessment tools and practices to plan and evaluate effective reading instruction, and create a literate environment that fosters reading and writing.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 487 Methods of Teaching Reading in Urban Grades K-6
    3 credits

    This course presents an in-depth study of the predominant current philosophies and methodologies of Early Childhood and Elementary reading instruction. Emphasis will be placed on the critical elements in literacy development. These elements are: phonemic awareness, phonic instruction, vocabulary development, fluency, and comprehension. Current organizational procedures and foundations of reading instruction will be presented. Special consideration is given to effective practices and adapting instruction for culturally and linguistically diverse students.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 610 Teaching & Assessing Exceptional Urban Learners-Advanced Theory & Practice
    3 credits

    This course reviews advanced theory and practice to support the education of exceptional urban and diverse learners in grades 5-12. The course will address what teachers should know about exceptional learners, including students with disabilities and students with special gifts and talents. The responsibilities of general education teachers in service to students with special needs who are included in the mainstreamed classroom will also be examined, and practice will be provided for developing lesson plans and assessments that meet the needs of students with exceptionalities. Special education law and collaboration with special education staff will be discussed in the context of reviewing current research, issues and best practices for pre- and post-special education service needs of exceptional learners in urban public schools. Clinical field experience hours are part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'

Emotional Behavior Disorders Licensure Endorsement (16cr)

  • EDU 483 Foundations of Teaching Reading in Urban Grades K-6
    3 credits

    This course explores the fundamentals of reading instruction. The course provides Early Childhood and pre service k-6 teachers with knowledge of the foundations of the reading and writing process, strategies and curriculum materials to support reading and writing instruction, assessment tools and practices to plan and evaluate effective reading instruction, and create a literate environment that fosters reading and writing.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 487 Methods of Teaching Reading in Urban Grades K-6
    3 credits

    This course presents an in-depth study of the predominant current philosophies and methodologies of Early Childhood and Elementary reading instruction. Emphasis will be placed on the critical elements in literacy development. These elements are: phonemic awareness, phonic instruction, vocabulary development, fluency, and comprehension. Current organizational procedures and foundations of reading instruction will be presented. Special consideration is given to effective practices and adapting instruction for culturally and linguistically diverse students.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'

Learning Disability Licensure Endorsement (16cr)

  • EDU 483 Foundations of Teaching Reading in Urban Grades K-6
    3 credits

    This course explores the fundamentals of reading instruction. The course provides Early Childhood and pre service k-6 teachers with knowledge of the foundations of the reading and writing process, strategies and curriculum materials to support reading and writing instruction, assessment tools and practices to plan and evaluate effective reading instruction, and create a literate environment that fosters reading and writing.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 487 Methods of Teaching Reading in Urban Grades K-6
    3 credits

    This course presents an in-depth study of the predominant current philosophies and methodologies of Early Childhood and Elementary reading instruction. Emphasis will be placed on the critical elements in literacy development. These elements are: phonemic awareness, phonic instruction, vocabulary development, fluency, and comprehension. Current organizational procedures and foundations of reading instruction will be presented. Special consideration is given to effective practices and adapting instruction for culturally and linguistically diverse students.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'
  • Please verify that your Course List is separated by ',' (comma) or 'OR'

English Learner ESL Concentration Required Courses (34-44 credits)

  • EDU 600 Principles of Urban Education
    4 credits

    This course is designed for graduate level study and conducted in seminar format. The purpose is to explore the impact of successful teaching of diverse students in urban classrooms. Students in the seminar will examine issues related to urban education mirrored in research, theory, and practice while looking at instructional approaches as reflected in the Standards of Effective Practice. Topics will include but not exclusive to multicultural competencies, curriculum transformation, and teacher dispositions. In addition, students will come to understand the role of the students' family, culture, social class, and ethnicity. The seminar is designed to meet several Standards of Effective Practice for the State of Minnesota Board of Teaching (BOT) (State Statute 8700.2000) for all teacher licensing programs.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 614 Literacy Education in Urban Schools - Advanced Theory and Practice
    3 credits

    This course explores advanced theory and practice to support academic literacy among urban learners in secondary classrooms. First, through readings, discursive presentations, and applied exercises, participants in this course will acquire techniques to assist struggling readers and writers. Alongside these skills, course participants will learn how to engage secondary urban learners in assuming responsibility for literacy self-development. Third, the course will include review and development of a variety of materials to teach diverse middle and high school students whose reading and developmental levels vary widely.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 635 Teaching Assessing ELL Students in Content-Advanced Theory and Practice
    3 credits

    This course includes an examination of theory, research, and practice regarding the process of second language acquisition and various strategies for teaching English Language Learners (ELL) subject matter content in urban K-12 classrooms. Prospective and current urban teachers will learn how to modify mainstream course materials and instructional strategies so that ELL students can engage in course content while simultaneously developing their English language skills. Course activities and expectations include demonstrating teaching strategies; developing lesson modifications; evaluating textbooks and other materials and resources available in the field; and examining issues in testing students of limited English proficiency for placement, diagnosis, exit, and evaluation. There is a requirement of a 10-hour field experience in urban setting involving classroom participant-observations and working with an ELL student.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 651 Immigrants and Refugees in Urban Schools
    3 credits

    This course examines the experience of students in grades K-12 who are immigrants or refugees (or their relatives) living in urban communities, particularly within the Twin Cities. The historical and contemporary push and/or pull factors that contributed to families from various countries and cultures recently coming to the United States will be examined. Important similarities and differences between the experiences and status of immigrants and refugees will also be studied. Particular challenges encountered within the U.S. will be explored, as well as examples of resiliency, achievement, and community resources. Students will gain the understanding of different cultural practices; benefits of bilingual education; how the larger community and the socio-cultural framework shape communication with parents; and how the urban environment conditions may influence learning. Critical issues in urban multilingual immigrant and refugee communities will be discussed. Graduate-level research and theoretical perspectives are part of the expectations.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 652 Theories and Methods of Language Learning
    3 credits

    This course starts with the fundamentals of the first and second language acquisition, and differences between child, adolescent, and adult language acquisition. Students will learn and demonstrate strategies to develop skills in listening, speaking, reading, and writing across the K-12 curriculum. Other topics are: differences between literacy development in the first language and the second language and implications for teaching English learners; and communication techniques that enhance student learning. Students will become familiar with a variety of methods, approaches, techniques, and programs; and will investigate issues related to the full inclusion of English learners in the school setting; and that both language learning and subject matter learning are essential to student success. The teaching of reading and writing across the curriculum will be emphasized, as well as the use of technology. Urban field experience in grades K-12 is part of the course requirements.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8
  • EDU 653 Assessment and Curriculum for English Learners in Urban Schools
    4 credits

    This course includes formal and informal second language assessment techniques to determine placement and to evaluate the progress of English learners in grades K-12. It also addresses criteria for determining the readiness to enter and exit English proficiency programs. Students will gain an understanding of the characteristics and limitations of second language assessment, including the ones for placement in gifted and special education programs; they will learn item and test construction methods appropriate for students with limited English proficiency; and how to administer, interpret, and explain test results to parents and colleagues; rubrics and standards alignment with district goals. Other topics are: curriculum development related to the English learners; program planning; connecting schooling experiences with everyday life, the workplace, and further education; involving the community; purpose of co-curricular and extracurricular activities; and best practices. Urban field experience in grades K-12 is part of the requirements. Prerequisites: Admission to the UTP; Ling 316.

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  • EDU 654 The Urban ESL Professional
    1 credits

    This course examines the roles and responsibilities of the urban ESL teacher. Students will develop the ability to communicate successfully with English learners in grades K-12, their parents, colleagues, and urban community members. Other topics include bilingualism, multilingualism, resources for continual professional development, classroom management, and working effectively with colleagues and the community to support student learning.

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  • EDU 670 Advanced Reflective Practice for Urban Educators
    4 credits

    This course examines the important role of critical reflection for the professional development and effectiveness of urban teachers in their efforts to provide equitable educational opportunities and increase achievement of their diverse students. Various types of reflection will be practiced in critically thinking about the multiple and complex aspects of the teaching and learning process within a racial, socio-economic, cultural, historical, structural and systemic context. The role of urban educators as agents and leaders of change will be examined, in addition to how reflection can be used as a tool to foster change for educational equity. Reflection during the course will lead to identifying a central focus and question for thesis research.

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  • EDU 688 Research Methods in Urban/Cross-Cultural Education
    4 credits

    The course engages students in the variety of educational research designs, analyses and conceptual frameworks appropriate for research in diverse and urban educational settings. The course examines approaches to research for improving classroom or school practices and/or connections with diverse urban or cross-cultural communities. Research methods learned include responsible conduct of research and human subjects protections, quantitative, qualitative, and mixed methods along with issues of sampling, measurement, and technical adequacy of observed research results in urban educational settings.

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  • EDU 698 Capstone: Conducting Research in Urban Classrooms, Schools and Communities
    4 credits

    This course provides both an introduction to modes of research and scholarship useful in urban education or other diverse cross-cultural educational settings and an opportunity for applying principles learned to classrooms, schools, or communities. Students develop and complete a culminating project of research to improve an aspect of teaching, student learning, a school program/initiative or a community service and share their findings with others.

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Additional Courses Required for a K-12 ESL License Endorsement

  • LING 316 The Nature of Language
    4 credits

    This course introduces students to the study of how language is acquired and learned, concepts and methods of analyzing language, and how the linguistics field relates to regional, social and gender differences in language. It also explores the origin and development of languages through time, writing systems, and the complexities of written and spoken language.

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  • EDU 483 Foundations of Teaching Reading in Urban Grades K-6
    3 credits

    This course explores the fundamentals of reading instruction. The course provides Early Childhood and pre service k-6 teachers with knowledge of the foundations of the reading and writing process, strategies and curriculum materials to support reading and writing instruction, assessment tools and practices to plan and evaluate effective reading instruction, and create a literate environment that fosters reading and writing.

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  • EDU 656 Elementary ESL Practicum
    1 credits

    This practicum is designed to give urban teacher candidates the opportunity to document and reflect upon at least 25 hours practical field experience working with ELL students in an urban K and/or elementary school. Urban ESL teacher candidates will have the opportunity to reflectively apply knowledge, theories and skills in learned in coursework. Successful completion of this practicum is a prerequisite for the ESL license.

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  • EDU 657 Middle School ESL Practicum
    1 credits

    This practicum is designed to give urban ESL teacher candidates the opportunity to document and reflect upon at least 25 hours practical field experience working with ELL students in an urban middle school. Urban ESL teacher candidates will have the opportunity to reflectively apply knowledge, theories and skills in learned in coursework. Successful completion of this practicum is a prerequisite for the ESL license.

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  • EDU 658 High School ESL Practicum
    1 credits

    This practicum is designed to give urban teacher candidates the opportunity to document and reflect upon at least 25 hours practical field experience working with ELL students in an urban high school. Urban ESL teacher candidates will have the opportunity to reflectively apply knowledge, theories and skills in learned in coursework. Successful completion of this practicum is a prerequisite for the ESL license.

    Course Outline Class Schedule <<<<<<< HEAD ======= >>>>>>> 35179410ff55d83bece68cc1d84aadaa0fa744b8