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Curriculum and Instruction (CI) Courses

Academic Unit: Curriculum & Instruction

CI 1001 - Introduction to the Elementary School

(3 cr; A-F or Audit; offered Every Fall & Spring)

CI 1001 is intended to be a beginning course for undergraduate students considering a career in the field of education or a Foundations of Elementary Education major. The class examines various aspects of elementary schools and elementary teaching (past and present), including school organization, students and families, standards, assessment, policy, culture and diversity, and the role of the teacher.

CI 1032 - Creating Identities: Learning In and Through the Arts [AH]

(4 cr; Student Option; offered Every Fall & Spring)

Equivalent courses: PSTL 1312 (inactive, starting 26-MAY-15, was GC 1312 until 05-SEP-06)

?Creating Identities: Learning In and Through the Arts? gives you opportunities to create art in different mediums including storytelling, photomontage, movement, as well as a creative medium of your choice in order to reflect your understanding of a social justice issue. In CI 1032 you join a learning community for discussing, analyzing, and making meaning of this artistic production. No prior experience is needed; come with an open mind and imagination as well as a willingness to experiment. An important emphasis in the class will be on finding your own ways to transform ordinary materials. We will introduce you to specific artistic techniques and in turn you will learn to take creative risks, think metaphorically, explore the unknown, improvise, brainstorm, and invent your own methods of working. Each of you bring to the class different kinds of knowledge and abilities. To be successful in this course you need to be willing to work hard, to explore territory that may not be familiar to you, to be reflective about what you are doing, and to learn from your diverse classmates and in turn help them achieve the same goals. The instructors of ?Creating Identities: Learning In and Through the Arts? shape the course with the assumption that identity is at the heart of educational experiences and that the habits of mind associated with the artistic production are primary vehicles for multimodal learning. We will experience how arts-based learning engenders higher order thinking, the creative process, reflection and perseverance. This course gives you the opportunity to both produce as well as analyze art in order to experience how creative expressions reveal aspects of our personal and social identities that have an impact on how we learn. Through mediums including photography, film, performance, music, painting and sculpture, we will explore how artists are influenced by cultural elements such as the built and natural environments, gender, religion, nationality, and s

CI 1121 - Educational Movements Past and Present: Multicultural Perspectives [HIS DSJ]

(4 cr; Student Option; offered Every Fall & Spring)

Equivalent courses: PSTL 1231 (inactive, starting 26-MAY-15, was GC 1231 until 05-SEP-06, was GC 1231W until 06-SEP-05, was GC 1231 until 05-SEP-00)

Students will explore diverse historical perspectives regarding educational movements in the U.S. since the Civil War. Through challenging questions and problems in educational history, students will develop critical frameworks necessary for interpreting America?s educational past and how it is tied to culture, politics, privilege, and power.

CI 1124 - Global Stories of Education: Literature for Young Adults [LITR GP]

(3 cr; Student Option; offered Every Fall & Summer)

Equivalent courses: PSTL 1367W (inactive, ending 26-MAY-15, starting 07-SEP-10, was GC 1367W until 05-SEP-06, was GC 1367 until 05-SEP-00), PSTL 1368 (inactive, starting 23-MAY-11)

Using young adult novels, short stories, nonfiction, and poems by immigrant, indigenous, minority, and refugee authors, students explore learning experiences of youth. Through immersion in the global lives and identities of characters who cross geographic and cultural borders, students consider what stories teach and how young people learn.

CI 1512 - Nature in the City [ENV BIOL]

(4 cr; Student Option; offered Every Fall & Summer)

Equivalent courses: was PSTL 1112 until 06-SEP-16, was GC 1112 until 05-SEP-06, was GC 1112W until 06-SEP-05, was GC 1112 until 05-SEP-00

Science and conservation of biodiversity in the Twin Cities. Ecology and evolution of species and communities adapted to urban environments. Socially responsible and culturally sensitive interventions to environmental problems.

CI 1563 - Physics by Inquiry [PHYS]

(4 cr; Student Option; offered Every Fall & Spring)

Equivalent courses: was PSTL 1163 until 06-SEP-16, was GC 1163 until 05-SEP-06

Laboratory-based introductory class where students learn by experimenting and model building and testing. Topics include electric circuits, light and color, and observational astronomy. Emphases include the nature of science and science learning, effective strategies for team-based learning, and logical reasoning skills.

CI 1806 - College Algebra through Modeling [MATH]

(3 cr; Student Option; offered Every Fall, Spring & Summer)

Equivalent courses: was PSTL 1006 until 06-SEP-16, MATH 1031 (starting 20-JAN-15)

Math modeling, including linear, polynomial, rational, exponential, logarithmic functions, counting/probability. Excel or calculators used to develop equations/graphs from theoretical/real interdisciplinary data. Projects enable students to use models to examine trends, make predictions. For a student to be successful, we strongly recommend a background of: Three yrs high school math or grade of at least C+ in PsTL 0731 or PsTL 0732 or placement test score or instr consent.

CI 1826 - Social Change, Social Justice: An Introduction to Applied Calculus [MATH]

(3 cr; Student Option; offered Every Fall & Spring)

This class is an introduction to differential calculus: instantaneous rates of change, derivative graphs and formulas, multivariate scenarios, partial derivatives, and integration. Applications focus on analyzing change in social science scenarios such as gentrification and racial disparities in housing using authentic Minnesota data. For students to be successful, we strongly recommend a background of: four years high school math OR grade of at least B+ in PSTL 0732 OR placement test score OR instructor consent.

CI 1871 - Computer Literacy and Problem Solving (computer based, Completely Online, Primarily Online)

(4 cr; Student Option; offered Every Fall, Spring & Summer)

Equivalent courses: was PSTL 1571 until 06-SEP-16, was GC 1571 until 05-SEP-06, ESPM 3602 (ending 20-JAN-09, starting 05-SEP-06, was ENR 3602 until 05-SEP-06), MGMT 3602 (inactive), ESPM 5602 (ending 20-JAN-15, starting 05-SEP-06, was ENR 5602 until 05-SEP-06), RM 1203 (inactive, starting 20-JAN-09, was DHA 1203 until 07-SEP-10)

Competencies in computer applications used in the social sciences and business to solve problems. Using advanced word processing techniques to create complex documents, electronic spreadsheets to analyze data and present it graphically, database management programs to store, organize, and query data, and presentation software to communicate ideas.

CI 1906 - Exploring Diversity, Democracy, and Social Issues in STEM Education

(3 cr; A-F only; offered Every Fall & Spring)

GenZ, Yes, there is a framework for exploring Diversity, Democracy, and Social Justice issues within STEM education. You can pursue a degree in STEM education and have an impact in our democracy and/or world affairs. This seminar will explore ways diversity, democracy, and social issues intersect and live in STEM education. We will engage in project based activities that increase our knowledge and skill in exploring social values and STEM education. We will create opportunities to showcase our products while we synthesize STEM skills with a systematic inquiry of our world. This course is designed to engage you and other domestic and international students in multiple ways of thinking and doing for the expressed purpose of (1) infusing a global, multicultural, and anti-racist perspective in STEM education and (2) explore present day challenges from a STEM education and social justice perspective. You will have exposure and experiences with international students, international-based research, and STEM simulations. This course will prepare you to embrace intercultural competency and its impact on your self-awareness, interactions in social settings, success in university course work, engagement in research projects, and STEM education career choices.

CI 1908W - Children and Other Talking Animals: Animal Tales in (Mostly) Children's Literature [WI CIV]

(3 cr; Student Option; offered Every Fall)

This course looks at animal tales as reflecting the never-entirely-suppressed memory of our kinship with animals and offering a hope for the future. We explore the benefits of reaching out and learning from the ?Other? long excluded from conversation: animals, the natural world, and children. Starting from ancient myths and beast fables, through modern novels and films, we?ll study stories about talking animals, animal guides, and animal companions as reflecting the complex ethical and culturally-situated conceptualizations of the human relationship with the natural world. We?ll trace the changing perception of animals in these narratives and explore the deep human need for animal companionship. We?ll explore why young children talk to animals and to the world around them. Linking the child and the animal, we?ll seek answers to why the bulk of animal stories today can be found in children?s literature.

CI 2311W - Introduction to Technology and Ethics in Society [WI CIV]

(3 cr; Student Option; offered Every Fall, Spring & Summer)

Equivalent courses: was CI 3311W until 07-SEP-10, was WHRE 3011W until 19-JAN-10, was WCFE 3011W until 17-JAN-06, was WCFE 3011 until 05-SEP-00, CI 4311W (starting 19-JAN-10, was CI 5311W until 07-SEP-10, was WHRE 5011W until 19-JAN-10, was WCFE 5011W until 17-JAN-06, was WCFE 5011 until 05-SEP-00)

Values and ethical issues related to technology use in education, workplace, and family/community life.

CI 2312 - Digital Culture and Learning

(3 cr; A-F only; offered Every Fall, Spring & Summer)

Equivalent courses: CI 4312

Immersive exploration and critique of the advantages and risks associated with society's pervasive use of online technologies and digital media in contemporary culture. Highlighting their potential for teaching and learning.

CI 3001 - Engaged Arts Learning in Elementary Classrooms

(2 cr; A-F or Audit; offered Periodic Fall & Spring)

Introduction to pictorial expression, design, and the function of art in the social environment.

CI 3101 - Issues in Urban Education

(3 cr; Student Option; offered Every Fall & Spring)

Issues in urban education examines and critiques contemporary commentary on urban education through texts, social media, case studies, and service-learning in schools. Through examination of socio-cultural and socio-political contexts of urban education, this course considers the role of teachers, curriculum, and community in urban schooling.

CI 3150 - Special Topics: Education and Society (Topics course)

(1 cr [max 6]; Student Option; offered Periodic Spring & Summer; may be repeated for 6 credits)

Special topics, current trends regarding education and society.

CI 3211 - Introduction to Elementary Teaching

(3 cr; Prereq-[Elementary ed or early childhood ed foundations major], concurrent practicum experience; A-F only; offered Every Fall & Spring)

Classroom management, instructional planning, working with families in elementary classroom. Assigned readings, lectures, classroom activities, assignments.

CI 3212 - Field Experience: Elementary Teaching

(2 cr; Prereq-concurrent registration is required in CI 3211, [elementary education foundations or early childhood foundations] major; S-N only; offered Every Fall & Spring)

Field-based experience. Students apply learning from their University courses to elementary school setting, connecting theory, research, and practice.

CI 3283 - Field Experience in Special Education

(2 cr; Prereq-concurrent registration is required in EDPSY 5613 or EDPSY 5616, elementary education: foundations major; S-N only; offered Every Fall & Spring)

Field-based experience. Students apply learning from their university course in elementary school setting, linking theory, research, and practice.

CI 3342 - Social Media & Connected Learning

(3 cr; A-F or Audit; offered Every Fall & Spring)

This course investigates current and potential future impacts of social media using connected learning (Ito) and participatory culture (Jenkins) as a theoretical lens to understand the ways in which it can be used for education. Connected learning focuses on learning "pathways" that move across formal and informal settings to transform the very nature of learning - what it means, how it occurs, and where it takes place. In addition to gaining a philosophical understanding of participatory practices in spaces of connected learning, students will develop conceptual and practical expertise in using social media applications and social networking platforms for learning, creative expression, forming connections, and interacting as global citizens. The overarching aim of this course is to help students become critical consumers and ethical producers of new media in various forms for learning purposes. A balanced analysis and critique of both the affordances and the challenges associated with social media use as a tool for learning will be an essential component of the course and will frame each social media application and network that is explored and authentically integrated into the course. An examination of social media practices and influences will include their use in both formal education as well as informal learning contexts.

CI 3401W - Diversity in Children's Literature [WI]

(3 cr; A-F or Audit; offered Every Fall & Spring)

Equivalent courses: was CI 3401 until 06-SEP-11

Classic/contemporary books for children in all genres, created by authors/illustrators. Research in transactional theory. Cultural authenticity. Reading, discussion, group activities, interactive lectures, projects.

CI 3610 - Linguistics for Teachers [SOCS] (Partially Online)

(3 cr; A-F only; offered Every Fall & Spring)

For pre K-6 pre-service teachers. Introduction to linguistics. Linguistic terminology and how to apply methods of linguistic analysis to English, focusing on educational settings and classroom instruction.

CI 3611W - Basics in Teaching English as a Second Language [WI]

(4 cr; Student Option No Audit; offered Every Fall & Spring)

Equivalent courses: SLS 3001 (inactive, starting 22-JAN-13, was SLS 3001W until 22-JAN-13, was TESL 3001W until 24-MAY-10, was TESL 3001 until 02-SEP-08)

Writing intensive course that combines service learning internship with classroom lectures, discussions, group work, and experiential activities. In this course, service learning requires students to act as teachers and professional leaders with students for 30 hours a semester. Prepares students for teaching ESL to adults in community programs. To be successful in this course, it is recommended for students to have studied another language.

CI 3612 - Introduction to Pronunciation and Grammar for ESL Teachers

(4 cr; Student Option No Audit; offered Every Fall & Spring)

Equivalent courses: SLS 3401 (inactive, starting 22-JAN-13, was TESL 3401 until 24-MAY-10)

Introduces English language analysis with key concepts/theories in English pronunciation system/grammar. Issues within each/explore way ESL textbooks/instructors can advance ESL learners' language proficiency in these areas. It is strongly recommended that students take an Introduction to Linguistics course, e.g., CI 3610 or LING 3001 prior to taking CI 3612

CI 3613 - Intercultural Communication and English Language Teaching

(3 cr; Student Option No Audit; offered Every Fall & Spring)

Equivalent courses: SLS 3501 (inactive, starting 24-MAY-10, was TESL 3501 until 24-MAY-10)

Foundations of international/cross-cultural communication. Increased understanding of personal preferences/experiences in learning languages/using them in international communication. How these skills vary across individuals/contexts.

CI 3901 - Exploring the Teaching Profession I

(2 cr; Prereq-DirecTrack to Teaching program or department consent; A-F only; offered Every Fall)

Equivalent courses: was EDHD 3001 until 22-MAY-17

This course provides an avenue for participation in the College of Education and Human Development for undergraduate students who have identified teaching as a possible career choice and are accepted into the College?s DirecTrack to Teaching program. This course enables students to explore the history and culture of teaching, student learning, community contexts for learning, and sociocultural, historical, and political influences on teaching, learning, and schools. Students will participate in service learning experiences in area schools. They will attend class, make presentations, engage in online and in person analytical and reflective discussions, collaborate with peers and begin their journey towards becoming teachers.

CI 3902 - Exploring the Teaching Profession II

(2 cr; Prereq-CI 3901, admission to DirecTrack to Teaching or department consent; A-F only; offered Every Spring)

Equivalent courses: was EDHD 3002 until 22-MAY-17

Diversity in schools, strategies for increasing cultural competence. Parents, communities, professional development. Students reflect on themselves as future teachers and complete 50 hours in educational settings.

CI 3993 - Directed Study: Curriculum and Instruction

(1 cr [max 6]; Student Option No Audit; offered Every Fall, Spring & Summer; may be repeated for 6 credits)

Opportunity for students to pursue study not available through regular coursework. This is a student-initiated project created in consultation with a faculty monitor. In consultation with instructor, the student determines topic, sets goals, and develops a proposed project or plan for completing the course. Prereq instr consent.

CI 4121 - Culture Power and Education [DSJ]

(3 cr; A-F only; offered Every Fall & Spring)

Manifestations of culture/power in education. How culture is mediating factor in educational achievement of students of color. Relationship between home/community, school cultures. Theories/research that show importance of integrating students' interests, knowledge, experience for increasing student engagement/achievement.

CI 4122 - Social Class Education and Pedagogy

(3 cr; A-F only; offered Every Fall & Spring)

Social, psychological, economic, political aspects of social class/poverty. Implications for education as social institution/classroom pedagogy. Social class in U.S., working-class literature for adults/children, labor histories, economic systems.

CI 4311W - Technology and Ethics in Society [WI CIV]

(3 cr; Student Option; offered Every Fall, Spring & Summer)

Equivalent courses: was CI 5311W until 07-SEP-10, was WHRE 5011W until 19-JAN-10, was WCFE 5011W until 17-JAN-06, was WCFE 5011 until 05-SEP-00, CI 2311W (starting 19-JAN-10, was CI 3311W until 07-SEP-10, was WHRE 3011W until 19-JAN-10, was WCFE 3011W until 17-JAN-06, was WCFE 3011 until 05-SEP-00)

Critique of values and ethical issues related to technology use in education, the workplace, and family and community life.

CI 4312 - Digital Culture and Learning

(3 cr; A-F only; offered Every Fall, Spring & Summer)

Equivalent courses: CI 2312

Immersive exploration and critique of the advantages and risks associated with society's pervasive use of online technologies and digital media in contemporary culture. Highlighting their potential for teaching and learning.

CI 4602 - English Learners and Academic Language

(1 cr; A-F only; offered Every Spring)

The course prepares teacher candidates to work effectively with English Learners (ELs) and other linguistically diverse students in their subject areas of music and agricultural education and to develop their students' academic language proficiency as needed for school success.

CI 5008 - Theory and Practice of Arts Teaching

(1 cr [max 2]; A-F or Audit; offered Every Fall & Spring; may be repeated for 3 credits)

Designed for students pursuing visual or performing arts education licensure, the course explores: 1) Arts concepts, skills, and processes appropriate for elementary school; 2) methods of teaching arts for social justice; and 3) an overview of children?s production of and responses to visual and performing art.

CI 5018 - Teaching Dance

(1 cr; Prereq-Education graduate student or instructor consent; A-F only; offered Every Fall, Spring & Summer)

Teaching Dance considers the theoretical and curricular applications of dance pedagogy and assessment in PK?12 dance learning contexts. Students will connect theory to practice by developing curriculum and instructional material from the field of dance education and professional teaching standards in dance education.

CI 5049 - Digital Media & Technology Integration: Arts Education Theory & Practice

(3 cr; A-F or Audit; offered Every Summer)

This course explores issues in the visual and performing arts regarding the current and potential use of technology and digital media in P-12 arts classrooms. Through readings, discussions, artistic production, academic writing, and collaboration, you will understand the use and integration of technology in P-12 arts classrooms as pedagogical tools; the function of scaffolding students? use of digital media as part of 21st century arts teaching and learning; various technological supports for student learning and artistic production; specific digital media theories, pedagogies, and content knowledge; the use of technology in designing, sharing, and conducting lessons; issues concerning the assessment and exhibition of student works; and practical issues of using technology for teaching in and through the arts.

CI 5050 - Issues in Art Education (Topics course)

(1 cr [max 4]; Student Option; offered Every Fall & Summer; may be repeated for 8 credits; may be repeated 2 times)

Issues/trends, current practices, recent research.

CI 5065 - Improving Arts Programs in the Schools

(3 cr; A-F or Audit; offered Every Fall)

This course provides students with an exploration of issues in visual and performing art instruction, including teaching methods and evaluation, philosophical frameworks of pedagogy, and institutional issues concerning arts programs in middle and high schools; social and cultural structures of schooling, practical issues, and teaching arts.

CI 5069 - Curriculum Innovations in Arts Education

(3 cr; A-F or Audit; offered Every Fall)

This course provides students with an examination of traditions in American schooling related to visual and performing arts education curricula.

CI 5075 - The Social, Historical and Cultural Foundations of Arts Education

(3 cr; A-F or Audit; offered Periodic Fall)

The Social, Historical and Cultural Foundations of Arts Education will examine the arts in public education since the 1800s.

CI 5078 - Application of Aesthetic Theory in Education

(2 cr; A-F or Audit; offered Every Spring & Summer)

The course explores: ?contemporary theories of arts ?psychological and philosophical foundations ?an overview of children's production of and responses to visual and performing arts

CI 5096 - Arts Education Experience

(1 cr [max 6]; A-F or Audit; offered Every Fall; may be repeated for 6 credits; may be repeated 6 times)

In this course, students complete field experience observations in designated K-12 visual art or performing art, special education, and kindergarten classrooms.

CI 5097 - Student Teaching in Arts Education

(8 cr; S-N or Audit; offered Every Spring & Summer)

Teacher candidates spend 16 weeks student teaching in visual art, dance, or theatre. Eight weeks occur in an elementary setting and eight weeks occur in a secondary setting including, but not limited to, middle school.

CI 5102 - Culture, Schools, & Communities: Human Relations I

(3 cr; A-F only; offered Every Summer)

This course provides teacher candidates with the knowledge and skills to address social and cultural dimensions of education. Students explore a wide range of challenges and dilemmas facing contemporary educators in the U.S. and in other global locations. They examine original research and theory from the social sciences, and learn how research and theories have informed various educational policies and actual approaches to teaching. The course begins with a focused study of how U.S. educational history has been shaped by competing norms and purposes. It then moves into the role of philosophy in defining those purposes, and shaping actual approaches to teaching. The course then shifts to examine multiple dimensions of humanity including race, culture, gender, gender orientation, class, worldview, perception, and language in and out of school. These concepts lay the foundation for study of cultural transmission and acquisition, the learning preferences of diverse students, and ultimately, culturally relevant pedagogy, cultural competence, and cultural intelligence. Throughout the course, teacher candidates will consider their own positionality and what that means for their practice. Learning experiences are made up of class meetings involving speakers, simulations, and multi-media presentations; readings; small group discussions, activities, exercises and projects.

CI 5103 - Culture, Schools, & Communities: Human Relations II

(1 cr; S-N only; offered Every Fall)

This course provides teacher candidates with the knowledge and skills to address social and cultural dimensions of education. The course then explores community partnerships that support student learning, and how teachers may navigate the social and political environment of schools and school districts to be effective advocates for their students. The course examines three themes that are interwoven throughout: professionalism, teacher leadership, and adaptive expertise. In sum, the course encourages teacher candidates to imagine both the realities and possibilities of schooling in the contemporary world. Learning experiences are made up of class meetings involving speakers, simulations, and multi?media presentations; readings; small group discussions, activities, exercises and projects. Prerequisites: Enrolled in initial teacher licensure program and successful completion of CI 5102.

CI 5106 - Multicultural Teaching and Learning in Diverse College Contexts

(3 cr; A-F only; offered Every Fall)

Equivalent courses: was PSTL 5106 until 06-SEP-16

Theory/pedagogy for culturally responsive teaching from perspectives of teachers/learners in postsecondary settings. Critical multicultural education, universal instructional design, integrated multicultural instructional design.

CI 5111 - Introduction to Elementary School Teaching

(3 cr; Prereq-Foundations of ed major or elem ed initial lic; A-F or Audit; offered Every Fall, Spring & Summer)

Curriculum organization, instruction, management, assessment, professional decision making.

CI 5116 - Action Research in Educational Settings (Partially Online, Completely Online)

(3 cr; Student Option; offered Every Spring)

Equivalent courses: was PSTL 5206 until 06-SEP-16

Action research as method of improving teaching/learning in educational settings. Experience doing research in classrooms. Relative strengths/challenges of different approaches to classroom research. Ethical issues.

CI 5121 - Culture Power and Education

(3 cr; A-F only; offered Every Fall & Spring)

In this course we will explore the manifestations of culture and power in education. We will examine the ways in which culture is a mediating factor in the educational achievement of underrepresented students. We will explicate the relationship between home/community and school cultures; and illuminate the detrimental impact of subtractive schooling practices. We then explore the theories and research that have shown the importance of integrating students' interests, knowledges, and experiences-cultures-for increasing student engagement and achievement. Our examination of culturally relevant pedagogy we will move beyond an understanding of "culture" within education as the "celebration" of ethnic food, songs and customs. Instead, we shift toward a more complex understanding of "culture" that takes into account the influences of ethnic culture, youth culture, and popular culture.

CI 5122 - Social Class, Education and Pedagogy

(3 cr; A-F only; offered Every Fall & Spring)

This course will immerse students in social, psychological, economic, and political aspects of social class and poverty, and the implications for education as a social institution and classroom pedagogy. Students will engage in inquiries around social class in the U.S.; working-class literature for adults and children; labor histories; and economic systems' and will learn to design social class-sensitive teaching practices guided by five principles for social class-sensitive change.

CI 5145 - Critical Pedagogy

(3 cr; A-F or Audit; offered Every Spring)

Equivalent courses: was WCFE 5125 until 18-JAN-05

Examination of critical pedagogy; critique of power relations regarding race, culture, class, gender, and age in various educational settings; consideration of improved practice in education for children, youth, and adults.

CI 5150 - Curriculum Topics (Topics course)

(1 cr [max 4]; S-N only; offered Every Fall, Spring & Summer; may be repeated for 8 credits; may be repeated 2 times)

Special topics, current trends in curriculum. Subject integration, curriculum contexts, development, implementation, evaluation.

CI 5155 - Contemporary Approaches to Curriculum: Instruction and Assessment

(3 cr; Prereq-Grad students only; A-F or Audit; offered Every Fall, Spring & Summer)

Current research/issues that cross disciplinary boundaries in curriculum development, instructional practices, and assessment methods. Interrelations among curriculum, instruction, and assessment within framework of constructivist learning theory. Individual classroom practices/theories.

CI 5156 - Popular Culture, Teaching, and Learning (Primarily Online, Completely Online)

(3 cr; Prereq-Grad student or sr in a program that values teaching as a component of the discipline; A-F only; offered Every Fall)

Approaches to the study of popular culture and education. Intersection between everyday life and broader historical contexts. Sporting events, toys, clothing, shopping malls, vampire mania, music festivals, video, and comics are the kinds of popular forms of culture we will engage as we develop teaching/learning strategies.

CI 5163 - Child and Adolescent Development for Teaching and Learning I

(1 cr; Prereq-Enrolled in teacher initial licensure program; A-F only; offered Every Fall & Summer)

Equivalent courses: was EDHD 5013 until 26-MAY-15

Attending to constant transitions/development in which children and adolescents negotiate their road to adulthood. How to foster learning/positive development.

CI 5164 - Child and Adolescent Development for Teaching and Learning II

(2 cr; Prereq-Enrolled in teacher initial licensure program; A-F only; offered Every Fall & Spring)

Equivalent courses: was EDHD 5014 until 26-MAY-15

Transitions/development in which children/adolescents negotiate road to adulthood. How to foster learning/positive development.

CI 5177 - Practical Research

(1 cr [max 3]; Prereq-CI MEd student, or CI or EdPA Teacher Leadership MEd student; A-F or Audit; offered Every Fall, Spring & Summer; may be repeated for 3 credits)

Preparation for identifying a research and development topic, reviewing the existing knowledge on the topic, planning and carrying out a project, further investigating the topic, and writing a report on the project.

CI 5178 - Project in Teacher Leadership

(3 cr [max 6]; S-N or Audit; offered Every Fall, Spring & Summer; may be repeated for 6 credits)

Equivalent courses: was OLPD 5361 until 03-SEP-19, was EDPA 5361 until 17-JAN-12, was EDPA 5361 until 21-MAY-01, was EDPA 5361 until 12-JUN-00, was EDPA 5361 until 07-SEP-99

Create, implement, evaluate, and present a leadership project designed to initiate positive change in educational environments. Review related literature, proposal development, project development, implementation/evaluation, critical reflection. Share learning outcomes.

CI 5181 - Clinical Experience in Elementary School Teaching

(2 cr [max 10]; S-N or Audit; offered Every Fall, Spring & Summer; may be repeated for 20 credits; may be repeated 2 times)

Equivalent courses: was CPSY 5181 until 05-SEP-17

Students spend full days in the elementary classroom gradually assuming responsibility for teaching the class. Students prepare a portfolio based on criteria given. One seminar per week.

CI 5186 - School-Related Projects (independent study)

(1 cr [max 4]; Prereq-MEd student; A-F or Audit; offered Every Fall, Spring & Summer; may be repeated for 4 credits)

Research or evaluation project related to teaching, curriculum, or other aspect of schooling. Approved and supervised by faculty advisor.

CI 5190 - Directed Individual Study in Curriculum and Instruction

(1 cr [max 6]; Prereq-Grad student, instr consent; Student Option; offered Every Fall, Spring & Summer; may be repeated for 12 credits; may be repeated 12 times)

Producing/evaluating curriculum materials. Literature review of issues/problems. Assessing curriculum processes.

CI 5214 - Elementary Education Content and Pedagogy IV

(3 cr; A-F only; offered Every Fall, Spring & Summer)

Teacher Candidates will complete five modules on elementary content/pedagogy instruction across disciplines. Builds on various concepts/practices from previous three courses. Introduces content that will be spiraled in each subject area.

CI 5251 - Social and Philosophical Foundations of Early Childhood Education

(3 cr; Student Option; offered Every Fall & Summer)

Equivalent courses: was CPSY 5251W until 05-SEP-17, was CPSY 5251 until 05-SEP-17

Surveys imagery, history, philosophy, and psychology of early childhood education. Analyzing/interpreting trends in early education, including diversity, special needs, legislation, public policy, and educationally appropriate practice.

CI 5252 - Facilitating Social and Physical Learning in Early Childhood Education

(3 cr; Student Option; offered Periodic Fall & Spring)

Equivalent courses: was CPSY 5252 until 03-SEP-24, was CPSY 5252W until 16-JAN-18, was CPSY 5252 until 21-JAN-14

Current theoretical/empirical literature and developmental knowledge as basis for planning, implementing, and evaluating social/physical growth/development of young children. For students obtaining ECE/ECSE licensure.

CI 5253 - Facilitating Cognitive and Creative Learning in Early Childhood Education

(3 cr; A-F or Audit; offered Every Fall & Spring)

Equivalent courses: was CPSY 5253 until 07-SEP-21

Overview of cognitive, creative, and language characteristics of children ages 0-8 years and of how teachers can plan curriculum to facilitate children's development in these areas.

CI 5281 - Student Teaching in Early Childhood Education

(3 cr [max 6]; S-N or Audit; offered Every Fall, Spring & Summer; may be repeated for 6 credits)

Equivalent courses: was CPSY 5281 until 05-SEP-23

Application of theory/research relating to teaching preschool children. For individuals obtaining ECE licensure.

CI 5283 - Field Experience: Applying Instructional Methods in the Elementary Classroom

(3 cr; Prereq-M.Ed./Elementary education initial licensure student, enrolled in elementary education methods course; S-N only; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 2 times)

Field-based experiences in elementary school settings. In-class discussions about application of classroom learning to school setting. Previously CI 5183.

CI 5285 - Clinical Experience in Elementary School Teaching

(12 cr; Prereq-M.Ed./Elementary education initial licensure students; S-N only; offered Every Fall, Spring & Summer; may be repeated for 24 credits; may be repeated 2 times)

Students spend full days in elementary classroom, gradually assuming responsibility for teaching, and prepare portfolio based on criteria given. One seminar per week.

CI 5286 - Student Teaching Seminar: Elementary Education

(3 cr; Prereq-M.Ed./Elementary education initial licensure only; A-F only; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 2 times)

Weekly seminar supplementing student teaching experience. Class discussions, sharing of artifacts from the classroom, reflections, and readings.

CI 5287 - Capstone Project: Improvement of Teaching in Elementary and Pre-Kindergarten Schools

(3 cr; Prereq-M.Ed./elementary education initial licensure student; A-F only; offered Every Fall, Spring & Summer)

Elementary school classroom teaching project to improve specific teaching skills. Approved/directed by adviser.

CI 5301 - Foundations of Computer Applications for Business and Education

(3 cr; A-F only; offered Every Fall, Spring & Summer)

Equivalent courses: was BIE 5011 until 19-JAN-10

Instructional uses of computers/representative business, education, marketing applications. Word processing, databases, spreadsheets, graphic design. Expectations are for demonstrations of skills on apps/understanding of concepts that go beyond basic.

CI 5307 - Technology for Teaching and Learning

(1.5 cr; Prereq-[MEd/initial licensure or CLA music ed major or preteaching major or instr consent], basic computer skills; A-F or Audit; offered Every Fall, Spring & Summer)

Equivalent courses: was EDHD 5007 until 26-MAY-15

Diverse educational technology in K-12 classrooms. Effective use of technology. Computer technologies used to stimulate personal productivity/communication and to enhance teaching/learning processes.

CI 5321 - Foundations of Distance Education

(3 cr; A-F or Audit; offered Every Summer)

History, philosophies, technologies, and best practices related to distance learning environments. Distance education theories. Issues in distance education.

CI 5323 - Online Learning Communities

(3 cr; A-F or Audit; offered Every Spring)

Students design/research an online learning environment that promotes community. What community is, how it fosters learning in educational learning environments. Theories of distance learning instruction. Community models. technological tools to develop online communities.

CI 5325 - Designing and Developing Online Distance Learning

(3 cr; Prereq-5351 or 5362 recommended; A-F or Audit; offered Every Fall)

Students research, use, and evaluate technologies for distance learning and design their own learning environments.

CI 5330 - Special Topics in Learning Technologies (Topics course)

(3 cr; A-F or Audit; offered Every Fall, Spring & Summer; may be repeated for 9 credits; may be repeated 3 times)

Topics related to the field of learning technologies.

CI 5331 - Introduction to Learning Technologies

(3 cr; A-F or Audit; offered Every Fall)

An exciting look at the field of learning technologies (LT), examining the numerous opportunities this area of study brings to individuals who decide to pursue a LT degree. Students engage in numerous real-world projects as they come to understand both the past and future of technology in education, business, and society as a whole.

CI 5336 - Planning for Multimedia Design and Development

(3 cr; A-F or Audit; offered Every Spring)

Theory, research, practice in instructional design. Generic components of instructional design process. Applying principles to design/development of computer-based instructional materials.

CI 5351 - Technology Tools for Educators

(3 cr; A-F or Audit; offered Every Fall)

Develop skills in using technology applications to support teaching and learning. Internet applications, presentation software, Web 2.0 technologies, and Web site development.

CI 5361 - Teaching and Learning with the Internet

(2 cr [max 3]; Student Option; offered Every Spring; may be repeated for 3 credits)

Implications/challenges in using Internet-based technologies in classroom. Pedagogical models.

CI 5362 - Foundations of Interactive Design for Web-based Learning

(3 cr; A-F or Audit; offered Every Fall)

Processes of designing/developing interactive learning media and online applications from ground up. Focuses on usability/aesthetics in online learning.

CI 5365 - Contemporary Software Development Issues and Tools

(3 cr; Prereq-Familiar with standard computer/Internet operations; A-F or Audit; offered Every Summer)

Software used in multimedia design/development. Uses of the software, intricacies of interface, relevant programming principles. Introduction to developing multimedia applications.

CI 5371 - Learning Analytics: Theory and Practice

(3 cr; Student Option; offered Every Fall)

Learning analytics as a nascent field is broadly defined as the "measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs." This course aims to provide a general, non-technical survey of learning analytics, as well as its application in various educational contexts. In particular, we will discuss foundations of learning analytics, survey pertinent education theories, discuss new forms of assessment, explore popular data mining techniques, review learning analytical tools and case studies, and de- sign analytics for our own interested contexts. Given the breadth of this field, additional support is provided for deep dives in special interest areas. Overall, this course provides a comprehensive, theory-driven overview of learning analytics to orient students to this nascent field and prepare them for advanced research/practice in learning analytics.

CI 5392 - Learning Technologies M.Ed. Capstone Project

(3 cr; Prereq-Learning Technologies M.Ed. students; A-F only; offered Every Spring)

In this course Learning Technologies M.Ed. students develop their final capstone project that signals the completion of their degree program. Students will identify a need or gap related to Learning Technologies in an area of interest to them and conduct preliminary research on that topic. Based on their research, students develop a proposal and turn the proposal into reality by building the project. Students will participate in a variety of discussions and scholarly readings, both instructor selected and those selected by students in support of their identified topics of research. A mini-cohort model of 2-4 students is used throughout the course for peer review and feedback. Peers become mini-experts in their partners' projects as they follow along in the design and development process and ask questions and offer feedback along with the instructor. Students will develop a completed project or prototype (e.g. course curriculum, training materials, website, software, mobile app, etc.) and a paper defending their project by discussing the research that informed their decisions, how those decisions were implemented, and how they expect the project to impact their work and/or field. The course culminates in a public presentation of their project via live or video conferencing with a Q&A session following.

CI 5404 - Multicultural Literature for Children and Adolescents

(3 cr; A-F or Audit; offered Spring Odd Year)

Course explores multicultural literature for children and adolescents as a site where difference can be emphasized and appreciated rather than downplayed and muted. We study award-winning works of fiction and arrive at a definition of multicultural literature for the modern classroom.

CI 5413 - Foundations of Reading

(3 cr; Prereq-CI 3610 and concurrent registration with CI 5414; A-F or Audit; offered Periodic Fall & Spring)

Reading processes, development of readers. Assessment and tutoring of individual children in reading and other literacy practices.

CI 5414 - Field Experience: Working with Developing Readers

(2 cr; S-N only; offered Every Fall & Spring)

Equivalent courses: was CI 4413 until 02-SEP-14

Field-based experiences. Students apply learning from their University course to working with developing readers. Instructor provides specific assignments.

CI 5419 - The American Middle School

(3 cr; Student Option; offered Every Fall & Summer)

Equivalent courses: was OLPD 5341 until 17-JAN-17, was EDPA 5341 until 17-JAN-12

Focus on the uniqueness of the early adolescent and appropriate learning situations. For educators working with middle-level students.

CI 5421 - Writing on Education: Pivotal Experiences of Teaching and Learning

(4 cr; Student Option; offered Every Fall & Spring)

Reflection and narrative play important roles in developing deep understanding of teaching and learning. In this course students will read and write texts about critical moments of education, and through this work develop reflective, analytic, and writing skills that will enable them to become more thoughtful and effective citizens in the world of education. Whether students hope to become teachers, youth workers, community organizers, curriculum designers or administrators in educational settings, this course invites students to consider how writers represent experiences of teaching and learning and how these reflective narratives can inform our own work and worlds. Students will explore the ways that writers of creative nonfiction use language to examine pivotal experiences of teaching and learning in diverse contexts, and add their own voices to this rich body of work by producing their own texts. Through study of writing, students will develop familiarity with writing choices and practice employing these techniques and processes in their own writing. Students will read personal essays written by writers in the US who reflect on their own experiences and interrogate how aspects of their identities (including race, ethnicity, gender, family history and language) inform pivotal experiences of teaching and learning. Students will compose texts that explore their own experiences within a constellation of formal and informal educational settings and the questions raised and arguments made through these representations. We will use a workshop-based format that supports transformational learning, helping writers see themselves and their worlds in new ways. Course reading will introduce a range of issues raised by experiences in and outside of the classroom.

CI 5422 - Teaching Writing in Schools

(3 cr; A-F or Audit; offered Periodic Fall & Spring)

Theory/practice of teaching writing in schools. How race, gender, and social class impact teaching/learning.

CI 5425 - Reading Instruction in the Elementary Grades

(3 cr; Prereq-[Elementary or early childhood] licensure student; A-F only; offered Every Fall & Spring)

Curricular/methodological issues in teaching of reading. Reading/orthographic processes, strategy instruction for word recognition/comprehension, authentic assessment strategies, and teaching diverse students.

CI 5426 - Language Arts Instruction in the Elementary Grades

(3 cr; Prereq-Elementary or early childhood licensure student; A-F only; offered Every Fall & Spring)

Curricular/methodological issues of language arts. Oral language development, response to literature, writing processes, authentic assessment strategies. Teaching diverse students.

CI 5431 - Introduction to Instructional Leadership in K-12 Reading

(3 cr; Prereq-Minnesota license valid for classroom teaching in pre-kindergarten, [adult basic education or grades kindergarten through 6 or 1 through 6 or 5 through 8 or 9 through 12 or kindergarten through 12]; A-F or Audit; offered Every Summer)

K-12 curriculum in reading, major theories/research that motivate curriculum. Major instructional principles, alignments needed, resources available.

CI 5432 - Instructional Leadership in Reading in Kindergarten and the Elementary Grades

(3 cr; Prereq-5431; A-F or Audit; offered Every Fall)

Research-based reading instruction for elementary grades. How to help other teachers improve practice. Characteristics of effective schools within context of improving students. reading achievement.

CI 5433 - Instructional Leadership in Reading for the Middle and Secondary Grades

(3 cr; Prereq-5432; A-F or Audit; offered Every Spring)

Curriculum/instruction for middle/secondary school students.

CI 5434 - Professional Development and Evolving Practice in K-12 Reading

(3 cr; Prereq-5433; A-F or Audit; offered Every Summer)

Developing e-portfolio to assess competence in standards for teaching K-12 reading. Evolving teaching practices. Applications of current technologies.

CI 5435 - Instructional Leadership in Preventing Reading Difficulties

(3 cr; Prereq-5434; A-F or Audit; offered Every Fall)

Research-based reading interventions for struggling readers. How to help other teachers improve their practice. Theory/research behind preventing reading difficulties. Principles/techniques for assessing reading difficulties and students? progress.

CI 5441 - Teaching Literature in the Secondary School

(2 cr [max 3]; A-F or Audit; offered Periodic Fall & Spring; may be repeated for 3 credits)

Current theories. Analyzing literature. Response to literature. Adolescent literature/reading interests. Devising response activities/units. Multicultural literature. Relating media and literature. Linking writing to understanding literature. Designing curriculum. Evaluating/assessing students. Growth in literary response.

CI 5442 - Adolescent Literature, Youth Activism and Climate Change Literacy

(3 cr; A-F or Audit; offered Periodic Fall & Spring)

This course explores how contemporary adolescent literature engages with the developmental and identity challenges faced by a generation whose lives are framed by anthropogenic climate change, biodiversity loss, mass migrations, and other forms of slow violence inherent in the unsustainable carbon-intensive civilization. Given that climate change is primarily a challenge to our story systems and that adolescents constitute the most invested audience for sustainability education, adolescent literature has become a site of rebellion against the unjust and ecocidal status quo; a site where adolescents can articulate, debate, and creatively respond to visions of sustainable futures. In this course we will study award-winning works of fiction and nonfiction across genres to understand how adolescent literature inspires activist positions vis a vis petronormative ideologies of power that are devastating the planet. Our focus on the intersection of storytelling, activism, and climate change literacy will help us grasp the key role adolescent literature plays in empowering today?s youths to become agents of change. We will discuss how adolescent literature can stoke young people?s transformative anger, inspire them to address the climate crisis, and stand up for their right to have a future. We will consider how educators can support this fight through activism and engaged discussions of adolescent literature. We will read award-winning picturebooks, novels, and graphic novels that challenge us to reinvent ourselves as a biocentric global civilization. The goal is to transform you into an informed advocate of adolescent literature as a tool for developing climate change literacy and empowering your students to imagine post-carbon futures.

CI 5451 - Teaching Reading in Middle and Secondary Grades

(3 cr; A-F or Audit; offered Every Fall)

Methods of accommodating to students' abilities and facilitating reading in regular content classes.

CI 5452 - Reading in the Content Areas for Initial Licensure Candidates

(1 cr [max 2]; Prereq-Concurrent enrollment in licensure area methods course(s), enrolled in Initial Licensure Program, Internet access, basic understanding of [computer use, Web browsers, email, word processing software]; A-F only; offered Periodic Fall & Spring; may be repeated for 2 credits)

Equivalent courses: was EDHD 5008 until 26-MAY-15

Web-based course. Fostering students' reading related to learning from text.

CI 5461 - Teaching Composition in the Secondary School

(3 cr; A-F or Audit; offered Periodic Spring & Summer)

Theories of composition instruction. Teaching composing within social contexts. Informal writing. Linking reading/writing. Describing/evaluating student writing. Using/modeling conference strategies. Computer-mediated software. Grammar and writing. Editing instruction. Writing assessment. Uses of portfolios.

CI 5463 - Minnesota Writing Project Annual Invitational Summer Institute (independent study, conference/workshop)

(3 cr; Prereq-Licensed teacher or administrator or [space available, faculty letter of recommendation]; A-F only; offered Every Summer)

Workshop. Participants reflect on their own literacy processes, participate in a writing group, discuss current reading texts, and demonstrate best practices in classroom.

CI 5464 - The Politics of Literacy and Race in Schools

(3 cr; A-F or Audit; offered Every Fall)

Literacy and race in schools examined, especially how power plays out, and what are the possibilities for creating radical democratic forms of life. Conceptions of language, literacy, whiteness, and racial identities are explored. Topics include educators? talk and silence about race, Ebonics, and youth?s racial identities in global times.

CI 5465 - Writing and Social Justice: A Minnesota Writing Project Open Institute

(3 cr; Student Option; offered Every Summer)

This course focuses on practices within literacy instruction as related to the current educational landscape and a theme of social justice. In this course, participants will focus on three areas: writing, teaching, and learning. Participants will reflect on their own writing processes as they write, share, and participate in a community of writers. Writing groups will meet several times during the course. Participants will also consider the theory and practice of writing instruction that helps students achieve their potential as writers and change agents. In addition, participants will investigate a literacy issue relevant to the course theme, social justice, and will present it as a research project or lesson. This course is offered for practicing teachers at all levels and across disciplines.

CI 5471 - Clinical Experience in Teaching Secondary English

(3 cr; Prereq-Must register same semester as CI 5441 and CI 5451.; A-F only; offered Every Fall)

Initial licensure candidates in English Education will observe the teaching and learning experience in a school and classroom context; implement approaches, assessments, and philosophies learned about in corresponding methods courses; reflect upon the complexities of classroom life in a seminar format; and co-plan and co-teach a five-day unit.

CI 5472 - Teaching Critical Media Analysis in Schools

(3 cr; A-F or Audit; offered Every Fall & Spring)

"Critical" media literacy means that we focus on, among other things, analyzing the intersection between media and issues of identity -- like gender, race, class and sexuality. We also focus on how to teach critical media analysis to students and others.

CI 5474 - New Literacies Frameworks and Instruction: Digital Texts and Digital Reading

(3 cr; A-F only; offered Every Fall)

Read digital texts against backdrop of traditional print-based notions of reading, literacy, school curricula/instruction. Assists education professionals in making school/district-wide decisions based on sound research on digital reading/new literacies.

CI 5475 - Teaching Digital Writing (computer based, Primarily Online)

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: CI 5347 (inactive)

Blogs, wikis, online discussion. Database searches. Integration of images, audio, video, text. Digital note-taking, mapping, storytelling. Online discussions, collaborative writing. Audio production. Formatting/design techniques. Online evaluation. E-portfolios.

CI 5481 - Developments in Teaching English and Speech

(3 cr; A-F or Audit; offered Every Spring)

Current theories of English/speech curriculum. Teaching oral language. Organizing curriculum. Linking components of English/speech curriculum. Reflecting on pre-student-teaching experience.

CI 5483 - Critical Literacy, Storytelling, and Creative Drama

(3 cr; Student Option; offered Every Summer)

This course examines and embodies how storytelling and creative drama can be used as tools to help develop students? critical literacy and to assist them in becoming more fluent readers and writers. Critical literacy is the focus; theater and storytelling are the vehicles. Key topics to be covered include: 1) A historical background on fairy and folk tales, legends, fables, myths, and the different oral traditions; 2) Tools for developing a critical view of diverse tales; 3) Practical instruction on how to use storytelling and story genres in the classroom to develop critical literacy; 4) Assessing storytelling work in the classroom. Students will meet in the first week at the University to learn tools of the Neighborhood Bridges program and in the second week will practice and observe each other?s teaching with local school classrooms. In the past we have worked with 4th graders and 6th graders, though we will also discuss how course content applies to high school students. The class meets for two intensive weeks in person, however, we additionally assign pre-readings and post-class reflections and papers.

CI 5484 - Improving Secondary English Language Arts Instruction: Part I

(1.5 cr; A-F only; offered Every Fall)

This online course is designed for secondary literacy teachers, including those in communication arts and literature. The purpose of this course is for secondary English Language Arts (ELA) teachers to examine their practice in a collaborative community and to improve teacher effectiveness through ongoing feedback from the instructor and other participants. The course will provide support through small group discussions and peer and instructor response. Key topics to be covered include: 1) frameworks for understanding teacher growth in ELA contexts; 2) developing an ELA classroom ecology; and 3) supporting and assessing student learning in the ELA Common Core Standards. This 1.5-credit course was designed in a sequence with CI 5485: Improving Secondary English Language Arts Instruction: Part II.

CI 5485 - Improving Secondary English Language Arts Instruction: Part II

(1.5 cr; Prereq-Successful completion of CI 5484.; A-F only; offered Every Spring)

This online course is designed for secondary literacy teachers, including those in communication arts and literature. The purpose of this course is for secondary English Language Arts (ELA) teachers to examine their practice in a collaborative community and to improve teacher effectiveness through ongoing feedback from the instructor and other participants. The course will provide support through small group discussions and peer and instructor response. This 1.5-credit course was designed in a sequence with CI 5484: Improving Secondary English Language Arts Instruction: Part I. This second course in the sequence will focus on teacher-driven professional inquiry that participants began developing in CI 5484.

CI 5496 - Directed Experiences in Teaching English

(4 cr [max 8]; Prereq-MEd/initial licensure students in English ed only; S-N or Audit; offered Every Fall & Spring; may be repeated for 8 credits)

Student teaching/clinical experience for English Education (Comm Arts & Lit) initial licensure and middle level endorsement students. Credits vary depending on length of field experience and should be determined with your academic adviser.

CI 5502 - Science Instruction in the Elementary Grades

(3 cr; Prereq-Early Childhood or Elementary Education ILP; A-F or Audit; offered Every Fall & Spring)

Methods/materials for teaching science/health at elementary school level.

CI 5530 - Secondary Science Methods I

(3 cr; A-F only; offered Every Summer)

Lab-based science teaching in secondary school setting. Research-based teaching strategies are modeled that address national-/state-level standards. How to use various inquiry-based instructional techniques/methods.

CI 5531 - Secondary Science Methods II

(3 cr; Prereq-Initial licensure student in science ed and CI 5530 Secondary Science Methods 1; A-F or Audit; offered Every Fall)

Methods of planning/teaching science to middle school students.

CI 5532 - Secondary Science Methods III

(3 cr; Prereq-Admission to initial licensure program in science and CI 5531 Secondary Science Methods II; A-F or Audit; offered Every Spring)

Methods of planning/teaching science for secondary school students.

CI 5533 - Current Developments in Science Teaching

(3 cr; Prereq-MEd, initial licensure, grad student, or instr consent; A-F or Audit; offered Every Summer)

Using curriculum standards to design science courses.

CI 5535 - Foundations of Science Education

(3 cr; Prereq-M.Ed., grad student, or instr consent; A-F or Audit; offered Every Spring)

Analysis of present science teaching practices in light of historical and philosophical foundations of science education.

CI 5536 - Equity, Policy, and Assessment in Science Education

(3 cr; Prereq-Med, or grad student, or instr consent; A-F only; offered Every Fall)

Nature of equity, diversity, and policy matters that influence schools/teachers involved in science teaching and scientific literacy. Classroom presentations, discussions, readings in current research.

CI 5540 - Special Topics: Science Education (Topics course)

(1 cr [max 4]; Student Option; offered Every Fall, Spring & Summer; may be repeated for 12 credits; may be repeated 3 times)

Detailed examination and practice of the teaching of one area of science (e.g. geology, health, physical science) or one method of instruction (e.g. laboratories, demonstrations, Internet, simulations).

CI 5541 - Teaching History and Nature of Science

(3 cr; Prereq-MEd ILP or professional studies student in science education or instr consent; A-F or Audit; offered Every Fall)

Understanding nature of science(NOS). Integrate/reflect on NOS in secondary science classroom. Historical cases/integrating NOS with science content/scientific inquiry.

CI 5551 - Reflecting on Science Classroom Practices I

(1 cr; A-F only; offered Every Fall)

Students reflect on their instruction and student learning during first years of teaching. Monthly meetings, observations, online discussion. Classroom management, planning, inquiry-based teaching, assessment, equity in the classroom.

CI 5552 - Reflecting on Science Classroom Practices II

(2 cr; A-F only; offered Every Spring)

Students reflect on their instruction and student learning during first years of teaching. Monthly meetings, observations, online discussion. Classroom management, planning, inquiry-based teaching, assessment, equity in the classroom.

CI 5596 - Clinical Experience in Middle School Science

(4 cr; A-F or Audit; offered Every Fall)

Supervised clinical experience in middle school science teaching.

CI 5597 - Clinical Experience in Secondary School Science Teaching

(4 cr [max 8]; Prereq-initial licensure or instr consent; S-N or Audit; offered Every Spring; may be repeated for 8 credits)

Supervised clinical experience in secondary school science teaching.

CI 5608 - CARLA Summer Institute Seminar (Topics course)

(1 cr [max 4]; Student Option No Audit; offered Every Summer; may be repeated for 16 credits; may be repeated 4 times)

The Center for Advanced Research on Language Acquisition (CARLA) offers a series of intensive summer institutes to provide timely professional development for foreign language and ESL educators throughout the country. The special topics offered under CI 5608 are designed to provide language teachers with the latest research-based information and best practices skill development as the field of language instruction evolves. Each institute is highly interactive and includes discussion, theory-building, hands-on activities, and plenty of networking opportunities with colleagues from around the world.

CI 5609 - Transnational and Multilingual Literacies

(3 cr; A-F only; offered Spring Odd Year)

Equivalent courses: CI 8609 (starting 15-MAY-23)

This course is designed for students in curriculum and instruction, multilingual education, teacher education, and related fields. Through the class, students investigate the literate practices multilingual students use such as translanguaging (code-meshing, translating, language crossing). Participants learn to build on students? out-of-school (transnational/community) literacy practices to improve instructional practices. Prerequisites include graduate student status.

CI 5617 - Academic Language and English Learners I

(1 cr; Prereq-Enrolled in teacher initial licensure program; A-F only; offered Every Summer)

Equivalent courses: was EDHD 5017 until 26-MAY-15

Working with English learners and other linguistically diverse students across content areas to develop academic language proficiency.

CI 5618 - Academic Language and English Learners II

(1 cr; Prereq-Enrolled in teacher initial licensure program; A-F only; offered Every Spring)

Equivalent courses: was EDHD 5018 until 26-MAY-15

Working with English learners and linguistically diverse students across all content areas to develop academic language proficiency.

CI 5619 - Teaching World Languages and Cultures in Elementary Settings

(2 cr; Student Option; offered Every Summer; may be repeated for 3 credits)

Methods/materials for elementary world language instruction; development of oral communication/literacy in world languages; world language program design; global awareness/cross-cultural experience; children's language; children's literature, games, and songs; planning/development of units and lessons.

CI 5620 - Introduction to Second Language Acquisition for Language Teachers

(3 cr; Student Option; offered Every Summer; may be repeated for 6 credits; may be repeated 2 times)

Current research and theory in the area of second language acquisition (SLA). Topics include the similarities and differences across first and second language acquisition; the role of individual differences in language learning (including age, first language, aptitude among others). Implications for sociolinguistic diversity in the United States.

CI 5621 - Culture as the Core in the Second Language Classroom

(2 cr; Student Option No Audit; offered Every Summer)

How language teachers foster development of intercultural communicative competence through a pedagogical approach that addresses the nature of culture and culture learning, and the interrelatedness of language and culture learning.

CI 5622 - Exploring Learner Language: Puzzles and Tools for the Classroom

(2 cr; Student Option No Audit; offered Every Summer)

The focus of this institute is on the growth and development of learners? language, and how that growth may be enhanced by ongoing pedagogical innovation. The institute uses Exploratory Practice to promote a culture of instructor initiative in identifying and seeking to solve puzzles related to learner language development in the classroom. Participants begin with an introduction to Exploratory Practice as a framework for instructors to use in identifying and wrestling with their own puzzles about learners? language and its development in their classrooms. Participants then work together to reflect on videos of learner language as it is produced by different kinds of learners. They review theories of second language acquisition, and apply their insights to their own classrooms by learning how to set up engaging puzzle-solving activities that stimulate growth in learner language. Finally, participants learn how to design pre- and post-course measures that demonstrate the impact of their innovations in instruction on the growth of specific features and dimensions of learner language in their own classrooms.

CI 5624 - Content-based Language Instruction and Curriculum Development

(2 cr; Student Option No Audit; offered Every Summer)

Intensive professional development to help foreign language teachers learn to implement the CBI curricular approach in the language classroom. Introduces all phases of CBI curricular development and provides resources necessary to ensure successful implementation.

CI 5625 - Assessing Language Learners? Communication Skills via Authentic Communicative Performance Tasks

(2 cr; Student Option No Audit; offered Every Summer)

This institute opens with a discussion of the phrase ?performance towards proficiency? to highlight how classroom performance influences proficiency in real world contexts. Working together, participants will create a list of characteristics of classroom activities and tasks that build learners? proficiency in the target language and will use the list to identify the purpose, effectiveness, and practicality of a variety of model activities and tasks. With this background, participants will design receptive and productive communicative tasks for beginning, intermediate, and advanced levels of proficiency. The institute will then focus on the evaluation of the learners? performance on these tasks. Using the performance descriptors identified by the American Council on the Teaching of Foreign Languages (ACTFL), the Common European Framework of Reference (CEFR), and the World-Class Instructional Design and Assessment (WIDA), participants will identify the domains (vocabulary, language control, text type, etc.) to evaluate learner performance on various tasks. With model rubric scales, they will evaluate examples of learner performances on various tasks, comparing their individual ratings to underline the importance of establishing inter-rater reliability. Participants will then create rubrics for the tasks they designed earlier in the institute. The role and choice of formative assessments used in daily lessons to monitor learner progress towards achievement of the communication goals of an instructional unit will also be considered. As a capstone to the week, participants will apply their learning about task design and evaluation in the development of a standards-based Integrated Performance Assessment (IPA) to share with colleagues within this institute and also with a broader audience via the CARLA Assessment website.

CI 5627 - Creativity in the Second Language Classroom

(2 cr; Student Option; offered Every Summer)

This institute will examine the connection between multilingualism and creativity, and explore strategies to increase engagement in the classroom. This institute is designed for foreign language, ESL, and immersion teachers who want to promote creativity in their classroom while simultaneously improving learner?s target language proficiency.

CI 5628 - Analyzing Learner Language in Second Language Acquisition

(3 cr; Prereq-5646, 5649 [or other course on the grammar of a language]; Student Option No Audit; offered Every Fall & Spring)

Review broad findings in second language acquisition (SLA) research. Cognitive/social process of becoming multilingual. How to carry out classroom-based research projects focused on learner language development.

CI 5629 - Teaching Language through the Lens of Social Justice

(2 cr; Student Option; offered Every Summer)

Teaching for and about social justice positively influences all students, yet social justice education can be challenging to integrate into the language classroom. In the first part of this institute, participants will examine the principles of social justice education and identify ways that these principles can support standards, objectives, and targeted skills in contemporary world language education. This discussion and reflection will help teachers to identify their own interests and strengths in becoming language educators for social justice. In the second part of the institute, the participants will build on this foundation to adapt, develop, and create learning opportunities for their foreign language students. A collaborative, creative set of experiences will help participants go from big ideas to activities and assessments for their classroom, all while teaching for and about social justice.

CI 5631 - Curriculum Development and Assessment for Multilingual Education

(1 cr [max 3]; Prereq-Multilingual Education initial licensure only; A-F or Audit; offered Every Fall & Summer; may be repeated for 6 credits; may be repeated 2 times)

Instruction/assessment of ESL and World Languages in the modalities of speaking, listening, reading, and writing. Backwards design, proficiency-oriented approach, use of content-based instruction. Planning for the integration of instruction and assessment.

CI 5632 - Literacy and Language Development in Multilingual Language Classrooms

(3 cr; Prereq-Multilingual Education initial licensure only; A-F or Audit; offered Every Fall)

Processes/instructional approaches in developing second language proficiency in the modalities of reading, writing, speaking, and listening and communicative modes (interpretive, presentational, interpersonal); development of literacy in a second language; planning L2 literacy instruction based on research on L1 and L2 literacy development; integration of instruction/assessment in language teaching.

CI 5634 - Content-Based Instruction in Multilingual Settings

(3 cr; A-F or Audit; offered Every Spring)

Building on foundation from other courses in the sequence. Instruction/assessment of ESL and World Languages at the secondary level. Prepares students to connect language teaching with other content areas, analyze/address the academic language needs of English learners, and advocate for multilingual programs and students.

CI 5635 - Culture and Diversity in Multilingual Classrooms

(3 cr; Prereq-Initial licensure program only; Student Option; offered Every Spring)

Teaching culture as content and including students' home cultures in the curriculum and diverse student needs. Needs of students of various educational, social, and cultural backgrounds/ways to develop academic success through instruction in learning strategies and other approaches to differentiation.

CI 5636 - Problems of Practice in Second Language Education: Seminar for Early Career Language Teachers Part 1

(1.5 cr; A-F only; offered Fall Odd Year)

This course provides recently licensed practicing teachers an opportunity to continue to develop their skills as reflective practitioners within the context of World Languages and ESL with a focus on their own teaching practices and student learning. Participants engage in online discussions, read, reflect, and create professional growth plans.

CI 5637 - Problems of Practice in Second Language Education: Seminar for Early Career Language Teachers Part 2

(1.5 cr; A-F only; offered Spring Even Year)

In this course, recently licensed practicing teachers continue to develop their skills as reflective practitioners within the context of World Languages and ESL with a focus on their own teaching practices and student learning. Participants engage in online discussions, read, reflect, and implement and report on professional growth plans. Prerequisite: Completion of CI 5636 or instructor consent.

CI 5638 - Critical Approaches to Heritage Language Education

(2 cr; Student Option; offered Every Summer)

Teaching heritage learners is not the same as teaching learners of a foreign language. Heritage languages are languages other than English that are spoken in homes, communities, and extended families. Although many of our students come from vibrant multilingual contexts, unless bilingual options are available, youth seldom have access to expanding their home/community languages (and literacy in them) in schools, which are predominantly English environments. When students are given the opportunity to use, learn, and expand on their heritage languages, they are able to tap into an abundance of resources and knowledge. Participants in this workshop will examine social justice topics, community-based learning for growing heritage language (literacy), and authentic assessments for heritage language development. Participants will collaborate; connect experiences of heritage teachers and learners to research on multilingual development; and learn how to bring communities, classrooms, and digital storytelling together to create powerful heritage language learning environments.

CI 5641 - Language, Culture, and Education

(3 cr; A-F or Audit; offered Periodic Spring & Summer)

Equivalent courses: was CI 5147 until 26-MAY-09

Applies current sociolinguistic and discourse theory/research to study of relationships between language and culture in educational settings: language curriculum and instruction; classroom language use; borders between school and home/community language use; and educational policies on literacy/second-language instruction.

CI 5642 - Assessing English Learners

(3 cr; A-F or Audit; offered Spring Odd Year)

Current practices concerning language and academic content assessment of English learners (ELs) at the school site, state, and national level; factors affecting academic learning needs of ELs/where assessment fits into that picture.

CI 5645 - Teaching Multilingual Learners in Elementary Classrooms

(3 cr; Prereq-Early Childhood or Elementary Education ILP or Special Education Major or Special Education M.Ed./M.A candidates; A-F only; offered Every Fall, Spring & Summer)

The course is designed to give teaching licensure candidates grounding in theory and practice for teaching linguistically and culturally diverse students. This course provides an overview of the benefits and challenges of working with culturally diverse multilingual students in elementary classrooms. Central topics include instructional practices and strategies for teaching multilingual learners, second language literacy and biliteracy development, language learning and bilingualism, and culturally responsive pedagogy. The course is designed to help teacher candidates to develop an understanding of the language-specific challenges that accompany subject matter learning and to demonstrate the ability to apply a range of instructional strategies to help multilingual learners succeed academically.

CI 5646 - Grammar for Language Teachers

(3 cr; Prereq-LING 5001 or instr consent; Student Option; offered Every Fall)

Syntax from a pedagogical perspective. Grammatical structures that challenge language learners. Issues/activities related to teaching grammar in English and other languages.

CI 5648 - Advanced Practices in Teaching Academic Language (Completely Online, conference/workshop, Partially Online, Primarily Online)

(3 cr; Prereq-Grad student, instr consent; A-F only; offered Every Spring)

Prepares K-12 teachers for student development of academic language proficiency. Read/discuss current research. Implement innovative teaching practices.

CI 5649 - Language Analysis for ESL Teaching in Higher Ed

(3 cr; Prereq-5646; Student Option No Audit; offered Every Spring; may be repeated for 4 credits)

Overview of complex aspects of English grammar not covered in 5646. Academic uses of passives, indirect objects, conditionals, relative clauses, complementation, reported speech, deixis/reference, articles, prepositions, phrasal verbs, pragmatics.

CI 5651 - Foundations of Multilingual Education

(3 cr; A-F or Audit; offered Every Fall)

Historical overview of multilingual education in U.S. introduction. Language acquisition and instructional concepts across elementary, secondary/university options for foreign language, bilingual education, immersion language programs, and English as a second language programs. Theoretical frameworks for language instruction are tied to practice.

CI 5653 - Methods in Teaching English as a Second Language (ESL) in Higher Education

(3 cr; Prereq-An intro to linguistics course; Student Option No Audit; offered Every Fall & Spring)

Theory/practice teaching academic English as second or foreign language in contexts of higher education. History of field/varied methods in language teaching. Current best practices in teaching academic English pronunciation, listening, speaking, reading, writing skills.

CI 5654 - Practicum in Language Teaching: ESL and World Languages

(1 cr [max 6]; S-N only; offered Every Spring; may be repeated for 6 credits)

Practical, hands-on training in teaching of English as Second Language. Applying theoretical/descriptive material studied in prior course work. Discuss readings/research articles on SLA, applying theoretical/practical principles to specific critical classroom incidents.

CI 5655 - Teaching Multilingual Learners in Special Education Contexts

(3 cr; A-F only; offered Every Spring)

The course gives Special Education teaching licensure candidates grounding in theory and practice for teaching linguistically and culturally diverse students. This course provides an overview of the benefits and challenges of working with Multilingual Learners (MLs) in a variety of settings. The term Multilingual Learner describes a range of linguistically and culturally diverse students, including students who are identified as needing English language services (AKA English learners). Central topics include instructional practices and strategies for teaching English learners; second language literacy and biliteracy development; language learning and bilingualism; Individualized Education Program (IEP) modification; and culturally responsive pedagogy. The course is designed to help teacher candidates to develop an understanding of the language-specific challenges that accompany subject matter learning as well as assessment and evaluation for Individualized Education Programs, and to demonstrate the ability to apply a range of instructional strategies to help dual-identified learners succeed academically.

CI 5656 - Teaching Literacy in Second Language Classrooms

(3 cr; Student Option No Audit; offered Every Fall)

Reading comprehension/composing processes in a second language; relationship between first and second literacy development; relationship between reading and writing; relationship of culture to reading comprehension and writing; politics of literacy; assessment of second language literacy; using technology to enhance literacy instruction.

CI 5657 - Teaching, Speaking, and Listening in Multilingual Classrooms

(3 cr; A-F or Audit; offered Spring Even Year)

Theories/methods in teaching language as communication in oral/aural modes; planning student interaction; classroom organization for oral language learning/acquisition; using technology to enhance interaction; assessment of listening comprehension and oral communication.

CI 5658 - Language Testing and Assessment

(3 cr; A-F or Audit; offered Spring Odd Year)

For language teachers. Aligning language classroom instruction/assessment; language testing/assessment; classroom-based and large-scale proficiency testing/assessment; assessing proficiency in speaking, listening, reading, writing and communicative modes (interpretive, presentational, interpersonal); creation of formative/summative assessments; critique of contemporary assessment instruments.

CI 5660 - Special Topics in the Teaching of Second Languages and Cultures (Topics course)

(1 cr [max 4]; Student Option; offered Every Spring & Summer; may be repeated for 12 credits; may be repeated 3 times)

Topics related specifically to the needs of the in-service teacher. Topics, location, credits, and duration are flexible.

CI 5662 - Curriculum Design for Multilingual Education

(3 cr; A-F or Audit; offered Every Spring)

Historical overview of curriculum development in second language education; contexts that influence curriculum development; models for curriculum development in second language settings; politics of curricular reform; national/state standards and implications for curriculum development; effects of technology on second language curriculum.

CI 5667 - Using Target Language Texts to Support Students' Literacies Development

(2 cr; Student Option; offered Every Summer)

Preparing students to participate in multilingual and multicultural communities entails shifting the way we approach language instruction. How do we move beyond teaching students to order coffee or talk about weekend activities, and instead encourage them to think critically and reflectively about language, culture, and communication? To answer this question, this institute focuses on how to develop students? foreign language literacies?or the ability to interpret and create different kinds of discourse?through engagement with target language texts such as movies, infographics, poetry, music videos, magazine articles, podcasts, and the like. Using conceptual and pedagogical understandings gained during the institute, participants will examine and assess target language texts for use in their classrooms and create text-based instructional materials that develop students? communicative abilities, critical thinking, intercultural competence, and language awareness.

CI 5668 - Transforming the Teaching of Language Online (TTLO)

(3 cr; Student Option; offered Every Summer)

Transforming the Teaching of Language Online (TTLO) is for experienced classroom language teachers who want to transition to teaching their language class online. Offered completely online, TTLO will give teachers the first-hand experience of being an online learner while focusing on the important elements of a successful online language class such as online course design guidelines, best practices for online teaching, comparing online to traditional language teaching, and incorporating appropriate technology tools for communicative-based online activities. In addition to delving into these aspects of online teaching, participants will see them in action by taking part in model online language activities as language learners. By the end of the program, participants will have a portfolio of activities ready to be incorporated in an online language course.

CI 5670 - Foundations of Dual Language and Immersion Education (Partially Online, Completely Online)

(3 cr; Prereq-Enrollment in certificate program in dual language/immersion educ or instr consent; Student Option; offered Every Fall)

Research foundations and program principles for dual language/immersion. Second language acquisition; critical features of program design/implementation; benefits/challenges of dual language/immersion; program assessment; advocacy. Theory/research for dual language/immersion tied to practical application.

CI 5671 - Curriculum Development and Assessment in Dual Language/Immersion Classrooms

(3 cr; Prereq-instr consent; Student Option; offered Fall Odd Year)

Content-based language instruction and curriculum development for dual language, bilingual, and immersion contexts; balancing content/language goals/objectives in curriculum and instruction; integration of language, literacy content, and culture in curriculum; standards-based instruction; backwards design; assessment that aligns with content-based curriculum and instruction.

CI 5672 - Language-Focused Instructional Practices and Strategies for Dual Language/Immersion Classrooms

(3 cr; Prereq-instr consent; Student Option; offered Every Spring)

Counterbalancing content with integrated focus on language and literacy development for dual language, bilingual, and immersion classrooms. Materials development; proactive/reactive instructional techniques; noticing and awareness-raising strategies; structuring student language production; differentiating for content, ability, and language.

CI 5676 - Biliteracy Development in Dual Language/Immersion Classrooms

(3 cr; Student Option; offered Periodic Fall & Spring)

This course aims to provide dual language, bilingual and language immersion educators with an understanding of the complex phenomena of literacy and biliteracy and with a range of instructional strategies for fostering literacy and biliteracy development in dual language/immersion classrooms.

CI 5693 - Directed Study in Multilingual Education

(1 cr [max 4]; Prereq-instr consen; Student Option; offered Every Fall, Spring & Summer; may be repeated for 4 credits)

Individual or group work on curricular, instructional, or assessment problems. This course uses the Directed Study agreement found here https://sites.google.com/a/umn.edu/students-c-and-i/m-a-and-ph-d#h.9nqt0yt6gqh5

CI 5696 - Initial Licensure Field experience: Teaching ESL and World Languages

(2 cr [max 6]; Prereq-adviser approval; credits cannot be counted on a graduate degree program.; Student Option; offered Every Fall, Spring & Summer; may be repeated for 6 credits)

Teaching and learning experiences in Multilingual Education across the scope of the license (Elementary, Middle & High School). Requires students to work in a public school setting.

CI 5697 - Additional Licensure Field experience: Teaching ESL and World Languages

(1 cr [max 6]; Prereq-Adviser approval; credits cannot be counted on a graduate degree program.; Student Option; offered Every Fall, Spring & Summer; may be repeated for 6 credits)

Teaching and learning experiences in Multilingual Education as needed to complete the scope of the license (Elementary, Middle or High School). Requires students to work in a public school setting.

CI 5698 - Student Teaching in Multilingual Education

(2 cr [max 6]; Prereq-Adviser approval; credits cannot be counted on a graduate degree program; Student Option; offered Every Fall, Spring & Summer; may be repeated for 14 credits; may be repeated 5 times)

Student teaching in Multilingual Education at the secondary level for teachers already licensed in another field. Requires students to work in a public school setting.

CI 5699 - Clinical Experiences in Multilingual Education

(3 cr [max 12]; Prereq-Multilingual Education (ME) initial licensure program only max credits 16; 2 completions allowed. Class Notes: For ME initial licensure students only. Single license register for 6 credits. Dual license register for 8 credits. With breakout rooms 25, 27 and 31. Enrollment Requirements: Multilingual Education students 5000-level courses.; A-F or Audit; offered Every Fall & Spring; may be repeated for 16 credits; may be repeated 2 times)

Teaching and learning experiences in elementary and secondary language instructional settings. Includes a seminar held concurrently to support the student teaching experience.

CI 5702 - Social Studies Instruction in the Elementary Grades

(3 cr; Prereq-Early Childhood or Elementary Education ILP; A-F only; offered Every Fall & Spring)

Content/organization of elementary social studies programs. Programs of understanding. Improving learning situation.

CI 5741 - Introduction to Social Studies Education

(3 cr; A-F only; offered Every Summer)

Broad issues and themes related to social studies education, including societal context, rationale, and scope and sequence. Analysis and evaluation of selected teaching strategies, methods, and resources.

CI 5742 - Advanced Methods of Teaching the Social Studies

(3 cr; Prereq-Secondary social studies initial licensure student; A-F only; offered Every Fall)

Focus on developing a repertoire of instructional methods that support authentic pedagogy and assessment. Enhancing reading comprehension and writing skills in the social studies.

CI 5743 - The Social Sciences and the Social Studies

(3 cr; Prereq-Secondary social studies initial licensure student; A-F only; offered Every Fall)

Development of instructional strategies and contexts for exploring the social sciences as disciplines at the secondary level; central concepts and generalizations; tools of inquiry; competing structures and theories; and the relative impact of multicultural and gender-fair perspectives on the nature of history and the social sciences.

CI 5744 - Seminar: Reflecting on Professional Development in Social Studies Education

(3 cr; Prereq-Secondary social studies initial licensure student; A-F only; offered Every Spring)

Reflecting on teaching experience, examining social/cultural context of teaching/learning, developing a professional identity. Refining teaching and teacher research skills.

CI 5745 - Engaging Youth With Social Studies Texts

(3 cr; A-F only; offered Every Spring)

Ways to engage students (grades 5-12) in social studies (textbooks, literature, speeches, editorials, political cartoons, tables, graphs, maps, film.). Developing middle/high school students' disciplinary literacy.

CI 5746 - Global and Multicultural Education in the Secondary Classroom

(3 cr; A-F only; offered Every Spring)

Issues, classroom practices, and controversies surrounding global/multicultural perspective-taking in social studies education. Strategies for helping secondary social studies students develop global/multicultural worldviews.

CI 5762 - Developing Civic Discourse in the Social Studies

(3 cr; A-F or Audit; offered Periodic Spring & Summer)

Philosophies, strategies, and research on developing civic discourse in secondary social studies classroom. Selecting issues. Democratic classroom climate. Relating to social/cultural contexts.

CI 5782 - Clinical Experiences in Teaching Social Studies

(1 cr [max 8]; Prereq-MEd/initial licensure student; S-N or Audit; offered Every Fall & Spring; may be repeated for 16 credits; may be repeated 2 times)

Student teaching experiences for students preparing to become secondary social studies teachers. Teacher candidates work closely with social studies teachers in grades 5-12 to plan and implement engaging and meaningful learning experiences for middle and high school students.

CI 5822 - Mathematics Instruction in the Elementary Grades

(3 cr; Prereq-Early Childhood or Elementary Education ILP; A-F or Audit; offered Every Fall & Spring)

Principles of learning mathematics in elementary grades. Objectives, content, philosophy, instructional materials, methods of instruction/evaluation.

CI 5900 - Special Topics in Family, Youth, and Community (Topics course)

(1 cr [max 4]; Student Option; offered Every Fall, Spring & Summer; may be repeated for 20 credits; may be repeated 20 times)

Equivalent courses: was FSOS 5900 until 18-MAY-20, was FE 5200 until 18-JAN-05

Topics not dealt with in regular courses. Topics vary by offering.

CI 5902 - Family Education Perspectives

(3 cr; A-F or Audit; offered Every Fall & Summer)

Equivalent courses: was FSOS 5902 until 18-MAY-20, was FE 5001 until 18-JAN-05

Origins, evolution, and critique of alternative perspectives on family education. Implications for educators, programs, and participants.

CI 5904 - Contemporary Family Education

(3 cr; A-F or Audit; offered Periodic Fall)

Equivalent courses: was FSOS 5904 until 02-SEP-14, was FE 5003 until 18-JAN-05

Contemporary conditions of and transitions in family life. Emphasizes implications for educators and educational programs.

CI 5906 - Program Planning in Family Education

(3 cr; A-F or Audit; offered Every Spring)

Equivalent courses: was FSOS 5906 until 18-MAY-20, was FE 5301 until 18-JAN-05

Curriculum research/theory. Alternative perspectives, their concomitant implications for families. Development of and evaluation of family education curriculum/programs.

CI 5908 - Family and Work Relationships

(3 cr; A-F only; offered Every Summer)

Equivalent courses: was FSOS 5908 until 22-MAY-17, was FE 5201 until 18-JAN-05, FSOS 5908 (inactive, ending 02-SEP-08, starting 02-SEP-03, was CI 5908 until 04-SEP-12, was FE 5201 until 18-JAN-05), OLPD 5805 (inactive, ending 08-SEP-09, starting 18-JAN-05, was WHRE 5201 until 17-JAN-12, was WCFE 5201 until 17-JAN-06, was FE 5201 until 02-SEP-03, was WCFE 5201 until 07-SEP-99)

Interactions of work/family roles, responsibilities, and aspirations. Resources, legal aspects, gender.

CI 5912 - Sexuality Education

(3 cr; A-F only; offered Periodic Fall)

Equivalent courses: was FSOS 5912 until 02-SEP-14, was FE 5202 until 18-JAN-05

Development, delivery, and evaluation of sexuality education curriculum/programs.

CI 5914 - Education for Family Communication

(3 cr; A-F only; offered Every Spring)

Equivalent courses: was FSOS 5914 until 02-SEP-14, was FE 5203 until 18-JAN-05

Development, delivery, and evaluation of curriculum/programs related to family communication.

CI 5932 - Introduction to Parent Education (Internet-delivered)

(1 cr; A-F only; offered Every Fall & Summer)

Equivalent courses: was FSOS 5932 until 18-MAY-20, was FE 5698 until 18-JAN-05

Philosophy, history, and models of parent education. Ethical, critically reflective professional practice.

CI 5936 - Advanced Practice of Parent Education

(3 cr; Student Option; offered Periodic Fall)

Equivalent courses: was FSOS 5936 until 02-SEP-14, was FE 5703 until 18-JAN-05

Evolving perspectives of parent education. Emphasizes psycho-dynamic, conceptual-change approaches. Reflective/dialogic approaches for working with parents in understanding beliefs and examining their origins/consequences. Issues related to diversity, self-awareness, ethics, and evaluation.

CI 5937 - Parent-Child Interaction (Internet-delivered)

(3 cr; A-F only; offered Every Fall)

Equivalent courses: was FSOS 5937 until 21-JAN-20, was FE 5712 until 18-JAN-05

Analysis and critique of parent-child interaction theory/research. Implications for parent-child relationships and parents'/children's development. Application in professional work with families.

CI 5938 - Reflective Dialogue in Parent Education

(3 cr; A-F or Audit; offered Periodic Fall)

Equivalent courses: was FSOS 5938 until 02-SEP-14, was FE 5715 until 18-JAN-05

Concepts, theories, teaching-learning processes, and materials for using reflective dialogue in parent education. Implementation of reflective dialogue parent education in participants' settings.

CI 5942 - Everyday Experiences of Families (Internet-delivered)

(2 cr; A-F only; offered Every Summer)

Equivalent courses: was FSOS 5942 until 03-SEP-19

Culture and everyday experiences of diverse families. Relevance to parent education and to professional development of parent educators. Research/theoretical knowledge woven with observation/personal reflection.

CI 5943 - Parent Learning and Development: Implications for Parent Education (Internet-delivered)

(2 cr; A-F only; offered Every Fall)

Equivalent courses: was FSOS 5943 until 18-MAY-20

Research/theoretical perspectives critiqued. Challenging assumptions, examining competencies.

CI 5944 - Parent Education Curriculum (Internet-delivered)

(2 cr; A-F only; offered Every Fall)

Equivalent courses: was FSOS 5944 until 03-SEP-19

How parent learning/development, child development, and family systems theories influence curriculum approaches/materials in parent education. Student develop construct, critique, and select curriculum.

CI 5945 - Teaching and Learning in Parent Education (Internet-delivered)

(2 cr; A-F only; offered Every Spring)

Equivalent courses: was FSOS 5945 until 03-SEP-19

Students select/use parent education teaching strategies/processes to meet needs of various populations of adult learners. Critical reflection, ethical practices, parent educator competencies.

CI 5946 - Assessment and Evaluation in Parent Education (Internet-delivered)

(2 cr; A-F only; offered Every Spring)

Equivalent courses: was FSOS 5946 until 21-JAN-20

Theory, terminology, issues, and approaches in assessment/evaluation. Application to monitoring parent education program performance, assessing program quality, and measuring parent learning/development.

CI 5949 - Student Teaching in Parent Education (Internet-delivered)

(2 cr; A-F only; offered Every Spring)

Equivalent courses: was FSOS 5949 until 21-JAN-20

Supervised parent education practice to meet individual student needs/interests. Online discussion, reflection, cooperative learning.

CI 5952 - Everyday Lives of Youth

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: was YOST 5952 until 08-SEP-15, was WCFE 5411 until 02-SEP-03

Youth as idea/lived-reality in scholarship, public discourse, and professional practice. Building practice of work with or on behalf of youth.

CI 5954 - Experiential Learning: Pedagogy for Community and Classroom

(3 cr; Student Option; offered Every Fall & Spring)

Equivalent courses: was YOST 5954 until 16-MAY-22

Relationship between experience and learning in community and school settings. Emphasizes intentional application of experiential learning theory/practice to educational program development.

CI 5956 - Organizational Approaches to Youth Development

(3 cr; A-F or Audit; offered Every Fall)

Equivalent courses: was YOST 5956 until 08-SEP-15, was WCFE 5413 until 18-JAN-05

Historical contexts, theoretical frameworks, organizational practices, and public policies that shape nonformal educational experiences of youth in community-based or school-linked settings.

CI 5958 - Community: Context for Youth Development Leadership

(3 cr; A-F or Audit; offered Every Spring)

Equivalent courses: was YOST 5958 until 20-JAN-15, was WCFE 5414 until 18-JAN-05

Issues/policies in family, school, and community that drive the professional practice of community-based youth work. Practical projects explore what it means to be local, to build social capital for youth, and to involve youth in community change.

CI 5960 - Seminar in Youth Development Leadership

(1 cr [max 4]; S-N or Audit; offered Every Fall, Spring & Summer; may be repeated for 4 credits; may be repeated 4 times)

Equivalent courses: was YOST 5960 until 05-SEP-17, was WCFE 5451 until 18-JAN-05

Group study of topics/issues. Course proposal, educational program development. Students participate in co-created learning experience with a group of peers. Four-course sequence.

CI 5962 - Leadership Field Experience: Youth Development

(4 cr; S-N only; offered Every Fall, Spring & Summer)

Equivalent courses: was YOST 5962 until 20-JAN-15, was WCFE 5496 until 18-JAN-05

Demonstration of leadership in practice. Project on youth, experiential pedagogy, and community/program settings. Focuses on public policy, advocacy, evaluation, pedagogical issues, program design, curriculum development, or applied research.

CI 5972 - Education in the Community

(3 cr; Student Option; offered Every Fall)

Equivalent courses: was YOST 5972 until 16-JAN-18

Models of community/education, their intersections. Twentieth century practice of education in the community in the U.S. Examples from other cultures/times.

CI 5974 - The Democratic Learning Community

(3 cr; Student Option; offered Periodic Spring)

Equivalent courses: was YOST 5974 until 05-SEP-17

Historical/theoretical development of how leading thinkers have conceptualized education centered in the community. Colonial, Native American, transcendentalist, progressive, experiential, critical, and feminist perspectives.

CI 8075 - Seminar: Art Education

(2 cr; Prereq-Educ grad student or instr consent; A-F or Audit; offered Periodic Fall & Spring)

Reports, evaluation of problems, and review of recent literature.

CI 8079 - Arts Based Research in Education

(3 cr; Prereq-Educ grad student or instr consent; A-F or Audit; offered Periodic Fall & Spring)

Conceptualizing an aesthetic-based research agenda, in such a way as to help students identify research questions and choose appropriate arts based methodologies for conducting qualitative research.

CI 8085 - Narrative Inquiry in Education

(3 cr; Student Option; offered Spring Even Year)

Through readings and activities focused on published studies and articles, students explore theory/application of two narrative research forms, narrative analysis--in which stories of informants are collected and analyzed, and narrative construction--in which researchers compose qualitative data collected in research settings into the form of stories.

CI 8095 - Problems: Art Education

(1 cr [max 12]; Prereq-Grad art educ major or instr consent; Student Option; offered Every Fall, Spring & Summer; may be repeated for 12 credits)

Independent research under faculty guidance; may include advanced studio practice and educational issues requiring a research methodology.

CI 8111 - Representations of Knowledge in Curriculum and Culture

(1 cr [max 3]; Prereq-CI grad student or instr consent; Student Option; offered Periodic Fall; may be repeated for 3 credits)

Overview of research and theory on sociology of knowledge and education. Conceptions of knowledge in curriculum; connections between cultural conditions and curriculum design and implementation; influence of national political agendas, population, the mass media, and textbooks on curriculum in diverse educational settings.

CI 8115 - Curriculum and Achievement Outcomes in a Diverse Society

(3 cr; Prereq-Doctoral student; A-F or Audit; offered Periodic Fall)

Analysis of American public school experiences for students of African-American, Hispanic, Asian, and American Indian background; social, political, regional, and educational variables that influence student outcomes; perspectives concerning ethnic student achievement; factors influencing school achievement, and prospects for change.

CI 8121 - Curriculum Change: Perspectives, Processes, and Participants

(3 cr; Prereq-CI grad student or instr consent; Student Option; offered Periodic Fall)

Examination of curriculum within educational organizations; educational organization as mediator and transmitter of societal/cultural perspectives; implications of organizational context for curriculum change, change processes, and change participants.

CI 8127 - Curriculum Theory and Research: Alternative Paradigms and Research Methods

(3 cr; Prereq-CI grad student or instr consent; Student Option; offered Periodic Fall)

Traditions of inquiry, exemplary studies, and associated research methods; survey and assessment of topics and methods as applied to curriculum questions; and relationships between theory and research.

CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context

(3 cr; Prereq-CI PhD or MA student or instr consent; A-F or Audit; offered Periodic Fall & Spring)

Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education.

CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research

(3 cr; Prereq-CI PhD or MA student or instr consent; A-F or Audit; offered Every Fall & Spring)

Overview of research on teaching: historical perspective, modern research/findings, implications for practice/research.

CI 8133 - Research Methods in Curriculum and Instruction

(3 cr; Prereq-CI PhD or MA student or instr consent; A-F or Audit; offered Every Fall, Spring & Summer)

Survey of educational research methods, comparison of underlying assumptions/procedures.

CI 8134 - Foundations of Research in Curriculum and Instruction I

(3 cr; A-F or Audit; offered Every Spring)

This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.

CI 8135 - Foundations of Research in Curriculum and Instruction II

(3 cr; A-F or Audit; offered Every Spring)

This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.

CI 8145 - Using Mixed Methods in Educational Research

(3 cr; Prereq-[8133, 8148, OLPD 8812] or equiv, [CI PhD student or instr consent], additional quantitative/qualitative methodology courses recommended; A-F or Audit; offered Every Fall & Spring)

Conceptual issues surrounding design/use of mixed methods in addressing problems/research questions in education. Critique of select mixed design exemplars published in respected research publications/practical application of analyses of data using mixed inquiry methods.

CI 8146 - Critical Ethnography in Education

(3 cr; Prereq-MA or PhD student or Inst consent; A-F or Audit; offered Spring Odd Year)

Theoretical/methodological foundations. Possibilities and problematics for understanding inequality/disparities in education. Research design, data collection, analysis, writing.

CI 8147 - Critical Discourse Analysis in Educational Research

(3 cr; Prereq-[MA or PhD] student; A-F or Audit; offered Fall Odd Year)

Students apply CDA methods to analysis of written, visual, and spoken texts in social settings such as schools, families, and communities.

CI 8148 - Conducting Qualitative Studies in Educational Contexts

(3 cr; Prereq-CI or OLPD PhD student; Student Option; offered Fall Odd Year)

Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation.

CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing

(3 cr; Prereq-[8133, 8148, grad student, completion of a qualitative research study] or instr consent; A-F or Audit; offered Periodic Fall)

How to code/analyze field notes. Individual/group interviews, multimedia using NUDIST NVivo software. Students interpret analyzed material and complete an article length document that includes a review of related research/methodology.

CI 8150 - Research Topics in Curriculum & Instruction (Topics course)

(3 cr; Student Option; offered Periodic Spring & Summer; may be repeated for 9 credits; may be repeated 3 times)

Special topics, current research trends in curriculum and instruction. Research review, subject integration, curriculum contexts, development, implementation, data collection, analysis, evaluation.

CI 8151 - Paradigms and Practices in Teacher Preparation

(3 cr; Prereq-Grad student; A-F or Audit; offered Fall Even Year)

Theory-practice gap in professional education. Conceptions of teacher learning. Pedagogies for teaching "practice" and program design. Research methodologies.

CI 8152 - Teacher Learning and Professional Development

(3 cr; Prereq-Grad student; A-F or Audit; offered Fall Odd Year)

Theoretical/empirical work on teacher learning, professional communities, teacher inquiry, perspectives on outcomes of professional development, and policy recommendations for supporting teacher learning. Research methodologies.

CI 8153 - Research Approaches to Classroom Discourse

(3 cr; A-F or Audit; offered Fall Even Year)

This course introduces students to major traditions in analysis of classroom discourse, anthropological linguistics, conversational analysis, sociocultural, critical discourse and multimodal discourse analysis and their use in conjunction with other qualitative approaches to classroom research. Analysis of genre, gesture, and verbal performance are also addressed.

CI 8154 - Culturally Relevant Pedagogy

(3 cr; A-F or Audit; offered Fall Even Year)

Research on relationship between home and school cultures. Education of students of color. Culture, including experiences/practices of students? homes. Cultural approaches for improving teaching, transforming society.

CI 8155 - Immigrant Families and U.S. Schools

(3 cr; A-F or Audit; offered Fall Odd Year)

Educational experiences of post-1965 immigrants in U.S. schools. Research/debates surrounding immigration, assimilation, and acculturation. Issues confronted by immigrant families/youth. Immigrant experiences that change and respond to external forces in U.S. society.

CI 8156 - Asian American Education

(3 cr; A-F or Audit; offered Spring Even Year)

Issues/concerns facing Asian American students in U.S. schools. Focuses on Twin Cities context of Hmong American children/families.

CI 8159 - Culture and Teaching Colloquium

(3 cr; A-F or Audit; offered Every Fall; may be repeated for 6 credits; may be repeated 2 times)

Doctoral seminar. Interdisciplinary perspectives on theme central to cultural study of teaching. Theme varies year to year.

CI 8161 - Research Experience I: Study Design and Planning

(3 cr; Prereq-[8134, 8135, 6-12 cr. of research methodology, CI PhD student] or instr consent. Class Notes: Multilingual Education research seminar for PhD students developing dissertation projects. Time to be negotiated to work for all. Enrollment Requirements: CI 8134 and CI 8135 and CI PhD student.; Student Option No Audit; offered Every Fall)

Students identify research topic, conduct literature review, refine research questions, design study, obtain IRB approval as needed, and begin data collection. Readings, seminar discussions, peer critique of work.

CI 8162 - Research Experience II: Data Analysis and Manuscript Preparation

(3 cr; Prereq-8161; Student Option No Audit; offered Every Spring)

Students complete data collection/analysis, prepare research manuscript. Seminar discussions, critical examination of their own and peers? work.

CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods

(3 cr; A-F only; offered Spring Even Year)

Seminar for advanced graduate students to work with queer and feminist theories in what is broadly constructed as educational research. We consider post-modern theoretical work that recognizes the "rational" being and the mind/body dichotomy as constructions which re-produce existing structures. Collective memory writing is explored as a research method.

CI 8181 - Seminar in Teaching in Colleges of Education

(3 cr; Prereq-CI PhD student or instr consent; Student Option; offered Periodic Fall)

Goals, instructional strategies, evaluation procedures, and professional considerations.

CI 8195 - Problems: Improvement of Instruction

(1 cr [max 6]; Prereq-instr consent; Student Option; offered Every Fall & Summer; may be repeated for 6 credits)

Independent research in curriculum and instruction.

CI 8196 - Practicum in Teaching in Colleges of Education

(1 cr; S-N only; offered Periodic Fall & Spring)

Practicum experience for graduate students to learn how to teach a college level course through a supervised, mentored experience. Supervised teaching occurs in an education course at the University or other institution.

CI 8197 - Problems: Curriculum Studies

(1 cr [max 4]; Prereq-MA student; A-F or Audit; offered Every Fall; may be repeated for 8 credits; may be repeated 8 times)

Directs students to completing Plan B paper for M.A. degree.

CI 8198 - Problems: Teacher Education

(1 cr [max 6]; Prereq-instr consent; Student Option; offered Every Spring; may be repeated for 12 credits; may be repeated 12 times)

Independent research.

CI 8201 - Critical Theories of Growth and Change in Elementary Education

(3 cr; Student Option; offered Every Fall & Spring)

This course provides students with the opportunity to 1) trace, historically, how growth and change has been theorized in elementary schooling with particular focus on how the role of the teacher and the curriculum have been constructed; 2) analyze a "contingent, recursive" conception of growth and change called for by socio-cultural theorist, Nancy Lesko, and further developed by scholars of elementary education; and 3) re-imagine conceptions of growth and change in elementary schooling using other theoretical perspectives (e.g., feminist, culturally relevant, queer, social class-sensitive).

CI 8202 - Elementary Education Colloquium

(3 cr; Student Option; offered Fall Even, Spring Odd Year)

In this course, students will consider how elementary education has been and continues to be imagined as a scholarly field of study, with particular focus on how the field is seen as a fluid intellectual space in which scholars study broad philosophical, political, and social ideas, issues, and concerns as they take concrete (lived) shape in the schooling, cultures, and pedagogies of elementary schooling.

CI 8333 - FTE: Master's

(1 cr; Prereq-Master's student, adviser approval, DGS approval; No Grade Associated; offered Every Fall, Spring & Summer; 6 academic progress units; 6 financial aid progress units)

TBD

CI 8350 - Special Topics in Learning Technologies (computer based, Completely Online, Partially Online, Primarily Online, Topics course)

(2 cr [max 3]; Student Option; offered Periodic Fall; may be repeated for 6 credits; may be repeated 2 times)

Topics in learning technologies. Topics and credits are flexible.

CI 8361 - Advanced Courseware and Design: Issues

(3 cr; A-F or Audit)

Examination and critique of existing research. Students identify a research topic, write a literature review, plan a study, and present a research proposal.

CI 8371 - Applied Social Network Analysis in Education

(3 cr; Student Option; offered Spring & Summer Odd Year)

This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.

CI 8391 - Learning Technologies Seminar

(1 cr [max 3]; Student Option; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 6 times)

This seminar course offers an advanced exploration and critique of contemporary research in the field of learning technologies; topics, location, credits, and duration are highly flexible.

CI 8395 - Directed Study: Learning Technologies

(1 cr [max 6]; Prereq-instr consent; A-F only; offered Every Fall, Spring & Summer; may be repeated for 12 credits; may be repeated 12 times)

Students work with faculty member on a directed project or study focused on exploring literature, organizing and engaging in research, designing and developing projects, etc.

CI 8400 - Special Topics in Children's and Young Adult Literature (Topics course)

(1 cr [max 6]; Prereq-grad course in children's or young adult lit; Student Option; offered Periodic Fall; may be repeated for 6 credits; may be repeated 6 times)

Overview of research and issues. Study of original manuscripts and artwork for children's books; research in child and young adult response to literature. Topics vary by offering.

CI 8410 - Special Topics in Reading Research and Instruction (Topics course)

(1 cr [max 6]; Prereq-[MA or PhD] student; Student Option; offered Periodic Spring; may be repeated for 6 credits; may be repeated 6 times)

Research at all levels. Topics vary. May include research designs, trends, and specific studies.

CI 8412 - Research in Reading

(3 cr; Prereq-[MA or PhD] student; Student Option; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 2 times)

Theory of and research on writing process. Applications to developing writing curriculum/instruction.

CI 8416 - Speculative Fiction, Radical Imagination, and Social Change

(3 cr; Student Option; offered Spring Odd Year)

Speculative fiction is a blanket term for fantasy, science fiction, horror, and other nonmimetic genres predicated on challenging consensus reality and its societal norms. The most dynamic and diverse field of modern storytelling, speculative fiction serves as a catalyst, in and beyond the classroom, for radical imagination: one that contests the oppressive socio-economic system by reimagining race, gender, class, and other real-world issues. This seminar examines the cultural work performed by speculative fiction addressed to children and young adults. Engaging with stories that suggest alternatives to how we live now, students develop mental habits of global citizens who value diversity and strive for social transformation. Works of speculative fiction for the young reader are discussed as particle accelerators for ideas of change and as sites of resistance against exclusion and systemic inequalities. The focus is on speculative fiction by indigenous, minority, and postcolonial authors. Exploring the ways in which these works interrogate dominant notions of reality and structures of meaning helps students appreciate speculative fiction as a tool for imagining radical social change.

CI 8421 - Research in Composition

(3 cr; Prereq-[MA or PhD] student; Student Option; offered Periodic Spring)

Research designs: experimental, case study, descriptive, qualitative, ethnographic. Writing in social contexts. Teaching/evaluating writing. Rhetorical, linguistic, and discourse analysis of texts. Validity/reliability in coding/rating. Portfolio/large-scale writing assessments.

CI 8431 - Literacy Seminar: Literacy in a Post-Truth Era

(3 cr; A-F or Audit; offered Every Fall)

This doctoral seminar explores the Post-Truth Era in education and society. Using literacy frameworks to understand, critique, and reframe ideologies, the course examines issues related to constructions and distortions of "truth." Students are introduced to critical literacy, sociocultural theory, racial literacy, digital and critical media literacy, and climate change literacy to analyze languge, texts, and power.

CI 8444 - FTE: Doctoral

(1 cr; Prereq-Doctoral student, adviser approval, DGS approval; No Grade Associated; offered Every Fall, Spring & Summer; 6 academic progress units; 6 financial aid progress units)

TBD

CI 8461 - Sociocultural Theory, Education, and Literacy

(3 cr; Student Option; offered Spring Odd Year)

Sociocultural theories, from 1960s to present. Vygotskian/neo-Vygotskian. Genre/activity dialogic. New literacy studies. Critical sociocultural. Multimodality. Empirical studies informed by theoretical perspectives.

CI 8470 - Special Topics on Literacy (Topics course)

(1 cr [max 6]; Prereq-[MA or PhD] student; Student Option; offered Periodic Fall & Spring; may be repeated for 12 credits; may be repeated 2 times)

Current theories/research on literacy and literacy development. Alternative methods of conducting literacy research. Implications for literacy instruction.

CI 8492 - Readings in English Education and Reading

(1 cr [max 3]; Prereq-instr consent; Student Option; offered Every Fall, Spring & Summer; may be repeated for 10 credits; may be repeated 10 times)

Independent study course.

CI 8495 - Problems: Teaching English and Reading

(1 cr [max 6]; Prereq-instr consent; A-F or Audit; offered Every Fall, Spring & Summer; may be repeated for 6 credits)

Individual research.

CI 8511 - Seminar: Research in Science Education

(1 cr; Prereq-CI grad student or instr consent; Student Option; offered Every Fall & Spring; may be repeated for 6 credits; may be repeated 6 times)

Students and faculty present research projects for comment and critique. Special topics may also be considered.

CI 8541 - History and Philosophy of Engineering and Engineering Education

(3 cr; Prereq-PhD or MA student or instr consent; A-F only; offered Every Fall)

History and philosophy of engineering/engineering education. Critical reflection/analysis of philosophical, epistemological, historical arguments.

CI 8542 - Modeling and Model-Based Reasoning in STEM Education

(3 cr; Prereq-STEM Education PhD or MA student or instr consent; A-F or Audit; offered Every Fall & Spring)

Models/modeling perspectives for engineering, mathematics, and science education. Theorists/researchers that shaped STEM model-based reasoning. Discussions, individual/group presentations, small-group activities.

CI 8570 - Advanced Topics in Science Education (Topics course)

(1 cr [max 4]; Prereq-instr consent; A-F or Audit; offered Every Fall & Spring; may be repeated for 12 credits; may be repeated 3 times)

Examination/critique of current research topics, methods, and issues.

CI 8571 - Equity, Policy, and Social Justice in STEM Education

(3 cr; Prereq-Science ed or STEM grad student or instr consent; Student Option No Audit; offered Every Fall)

Interactions of issues of diversity, equity, policy, and social justice as related to STEM education. Diverse perspectives on purposes/scope of STEM education. Consequences for diversity, equity, access, social justice, empowerment, and educational policy.

CI 8572 - Learning Theory and Classical Research in STEM Education

(3 cr; Prereq-Grad math educ major; A-F only; offered Fall Odd, Spring Even Year)

Equivalent courses: was MTHE 8501 until 03-SEP-13

STEM education research. Theorists/classical research. Mathematics, science, engineering education.

CI 8573 - Nature of Inquiry in STEM Education

(3 cr; Prereq-MA or PhD student or instr consent; A-F only; offered Every Fall & Spring)

STEM Education. Mathematics, science, engineering. Teaching/ learning/teacher education through evaluation of national teaching standards, current research, current cognitive theories of learning.

CI 8574 - History and Philosophy of Science in Education

(3 cr; A-F only; offered Fall Odd Year)

This course introduces students in STEM education the historical and philosophical theories, ideas, principles, and events in science and how they inform science education at the K-12 level. Students learn contributions of philosophers in understanding what is science and how history of science and scientific events have influenced the growth of science. Nature of Science, historical contributions of women in science, and sociological nature of science inform larger discussions that take place in this class.

CI 8575 - Becoming a Science/Math/STEM Teacher Educator for K?12 Teachers

(3 cr; A-F only; offered Spring Even Year)

The purpose of this course is to examine science, math, and STEM teacher preparation of K?12 teachers in elementary and secondary schools. We will explore what influences science, math, and/or STEM teacher preparation, from local, state, and national policies, standards and reforms. We will explore some of the ways that beginning teachers are evaluated and therefore deemed ?ready to teach?. We will compare and contrast different pathways of becoming a teacher. And we will analyze closely the lived experience of pre?service and beginning teachers and how this might influence our own teaching philosophies.

CI 8594 - Conducting Research in Science Education

(3 cr; Prereq-sci educ research course; Student Option; offered Periodic Fall)

Application of research methodology to a specific science education issue.

CI 8595 - Problems: Science Education

(1 cr [max 6]; Prereq-CI grad student or instr consent; Student Option; offered Every Fall & Spring; may be repeated for 12 credits; may be repeated 12 times)

Independent research.

CI 8609 - Transnational and Multilingual Literacies

(3 cr; A-F only; offered Spring Odd Year)

Equivalent courses: CI 5609 (starting 15-MAY-23)

This course is designed for students in curriculum and instruction, multilingual education, teacher education, and related fields. Through the class, students investigate the literate practices multilingual students use such as translanguaging (code-meshing, translating, language crossing). Participants learn to build on students' out-of-school (transnational/community) literacy practices to improve instructional practices. Prerequisites include graduate student status.

CI 8645 - Indigenous Language Revitalization and Activist Research Methods

(3 cr; A-F only; offered Fall Even Year)

This course is a hands-on look at activist research methods situated in the context of Indigenous Language Revitalization. That is, what happens when a community problem is the organizing force in research? Students will be expected to both engage in language learning, research, designing a research project, and connecting this to critical thinking as applied to culture, language and indigenous language revitalization.

CI 8650 - Seminar: Special Topics in Second Languages and Cultures Research (Topics course)

(1 cr [max 3]; Prereq-CI grad student or instr consent; Student Option; offered Periodic Fall & Summer; may be repeated for 6 credits; may be repeated 6 times)

Research topics vary.

CI 8666 - Doctoral Pre-Thesis Credits

(1 cr [max 6]; Prereq-Doctoral student who has not passed prelim oral; no required consent for 1st/2nd registrations, up to 12 combined cr; dept consent for 3rd/4th registrations, up to 24 combined cr; doctoral student admitted before summer 2007 may register up to four times, up to 60 combined cr; No Grade Associated; offered Every Fall, Spring & Summer; may be repeated for 12 credits; may be repeated 2 times)

TBD

CI 8671 - Sociolinguistic Research Approaches to Education

(3 cr; A-F only; offered Spring Odd Year; may be repeated for 6 credits; may be repeated 2 times)

This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.

CI 8689 - Language and Education Policy

(3 cr; A-F or Audit; offered Every Spring; may be repeated for 6 credits; may be repeated 2 times)

Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.

CI 8691 - Readings in Multilingual Education

(1 cr [max 3]; Prereq-instr consent; Student Option; offered Every Fall & Spring; may be repeated for 3 credits)

Independent reading. This course uses the Directed Study agreement found here: https://sites.google.com/a/umn.edu/students-c-and-i/m-a-and-ph-d#h.9nqt0yt6gqh5

CI 8695 - Problems: Multilingual Education

(1 cr [max 6]; Prereq-instr consent; Student Option; offered Every Fall & Spring; may be repeated for 12 credits; may be repeated 12 times)

Independent reading. This course uses the Directed Study agreement found here- https://sites.google.com/a/umn.edu/students-c-and-i/m-a-and-ph-d#h.9nqt0yt6gqh5

CI 8741 - History and Theory of Social Studies Education

(3 cr; A-F or Audit; offered Every Spring; may be repeated for 6 credits; may be repeated 2 times)

History/theory of social studies education in United States. Organization, subject matter, methods of instruction.

CI 8742 - Seminar: Research in Social Studies Education

(3 cr; Prereq-CI grad student or instr consent; A-F or Audit; offered Every Spring)

Critical review and analysis of seminal research studies; criteria for appraising research findings; educational implications.

CI 8777 - Thesis Credits: Master's

(1 cr [max 18]; No Grade Associated; offered Every Fall, Spring & Summer; may be repeated for 50 credits; may be repeated 10 times)

TBD

CI 8795 - Problems: Social Studies Education

(1 cr [max 6]; Prereq-CI grad student or instr consent; Student Option; offered Every Fall, Spring & Summer; may be repeated for 12 credits; may be repeated 12 times)

Independent research.

CI 8796 - Research Internship in Social Studies Education

(1 cr [max 6]; Prereq-CI grad student; A-F or Audit; offered Every Fall, Spring & Summer; may be repeated for 6 credits)

Internship with social studies education faculty member; experience in collecting and analyzing data; drafting and presenting reports; writing for publication.

CI 8888 - Thesis Credits: Doctoral

(1 cr [max 24]; Prereq-Max 18 cr per semester or summer; 24 cr required; No Grade Associated; offered Every Fall, Spring & Summer; may be repeated for 100 credits; may be repeated 10 times)

Thesis credits: Doctoral

CI 8900 - Family, Youth, and Community Colloquium

(1 cr [max 4]; Prereq-[MA or PhD] student; S-N only; offered Periodic Fall & Spring; may be repeated for 4 credits; may be repeated 4 times)

Equivalent courses: was FE 8900 until 18-JAN-05

Theories, philosophies, practices, pedagogies, epistemologies, and public policies not dealt with in regular courses. Content varies by offering.

CI 8913 - Interpretive Research

(3 cr; A-F only; offered Every Fall)

Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.

CI 8914 - Critical Science Research

(3 cr; A-F only; offered Every Spring)

Origins, influences, characteristics, and central concepts. Distinction between critical science and other action research. Requisite skills/knowledge for conducting critical science research, using that knowledge in a project.

CI 8994 - Directed Research in Family, Youth, and Community (independent study)

(1 cr [max 6]; Prereq-Family, Youth, and Community student doing Plan B research; A-F only; offered Every Fall, Spring & Summer; may be repeated for 6 credits; may be repeated 6 times)

Equivalent courses: was FE 8994 until 18-JAN-05

tbd

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