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Grading basis/credits:
Prereq: [4 cr equiv], General Math Placement Test credit will not be granted if credit received for: 0616, 0617, 0621, 0712, 0713, 0716, 0717, 0721, 1435
Description: A first course in algebra taught using computer-mediated instruction. You learn new material using interactive multimedia computer software. There are no lectures. You will be on the computer 70% of each class period. The rest of the time you will be working on algebra problems, taking exams, and working individually with the instructor. This course is not self-paced; you must follow a set schedule for checkpoints, homework, and exams. Course covers concepts and procedures of elementary algebra at a level of difficulty and abstraction geared for students enrolled at a research university. To be successful you must enter the course being able to work with whole numbers, fractions, decimals, and percents. Course content includes real number (signed number) operations, equations, inequalities, absolute value, rectangular (x-y) graphs, systems, exponents, polynomials, factoring, rational expressions and equations, and word problems. Hourly time commitment per week: Class: 4, Reading: 1, Writing: 0, Studying: 2, Homework: 6. Homework assignments ask you to work 10-40 problems each class day. Testing includes daily checkpoints (one question mini-quizzes), four 50 minute closed-book exams and a two hour comprehensive final. Course prepares you for Intermediate Algebra, PsTL 0732.
Class URL: http://www.tc.umn.edu/%7Edroberts/
Class Time: 30% Discussion, 70% Web Based. Computer-mediated instruction, working on problems, interacting with instructor
Work Load: 20 pages reading per week, 4 exams, 30 homework assignments. 10-40 homework problems for each class period
Grade: 60% mid exam, 20% final exam, 10% quizzes, 10% written homework.
Exam Format: Algebra problems to solve (e.g. Solve this equation); Exams are closed book but calculators are allowed..
Instructor:
Robertson,Douglas Frederick
(Morse Alumni Award; UC Outstanding Teaching Award)
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Equivalencies:
Prereq: 4 cr equiv or grade of at least C in [0713 or 0717 or 0721 or 0722] or General Math Placement Test credit will not be granted if credit received for: 0618, 0625, 0631, 0731, 1443, 1444, 1445, 1446
Description: A second course in algebra taught using computer-mediated instruction. You learn new material using interactive multimedia computer software. There are no lectures. You will be on the computer 70% of each class period. The rest of the time you will be working on algebra problems, taking exams, and working individually with the instructor. This course is not self-paced; you must follow a set schedule for checkpoints, homework, and exams. Course covers concepts and procedures of intermediate algebra at a level of difficulty and abstraction geared for students enrolled at a research university. To be successful you must enter the course being able to work with expressions, equations, exponents, polynomials, factoring, rational expressions and equations, and graphs. Course content includes roots, radicals, linear, quadratic, exponential, and logarithmic functions, and word problems. Hourly time commitment per week: Class: 4, Reading: 1, Writing: 0, Studying: 2, Homework: 6. Homework assignments ask you to work 10-40 problems each class day. Testing includes daily mini-quizzes, four 50 minute closed-book exams and a two hour comprehensive final. Calculators are allowed. Course prepares you for Math 1031 College Algebra or Math 1051 Precalculus I, as well as PsTL 1004 Statistics and PsTL 1006 Mathematical Modeling and Prediction (both of which satisfy the CLE Mathematical Thinking requirement).
Class URL: http://www.tc.umn.edu/%7Edroberts/
Class Time: 30% Discussion, 70% Web Based. Computer-mediated instruction, work individually, work one-on-one with instructor
Work Load: 20 pages reading per week, 4 exams, 20 homework assignments. 10-40 homework problems for each class period
Grade: 60% mid exam, 20% final exam, 10% quizzes, 10% written homework.
Exam Format: Exams are problem oriented (e.g., Solve this equation)
Instructor:
Robertson,Douglas Frederick
(Morse Alumni Award; UC Outstanding Teaching Award)
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Grading basis/credits:
Prereq: Intermediate algebra or equiv or placement exam credit will not be granted if credit received for: GC 1454 or Stat 1001
Description: This course is an introduction to statistics that emphasizes problem solving and decision making through the collection, analysis, and interpretation of data. Course topics include the organization and presentation of data, summary statistics, sampling methodology, sampling distributions, probability, estimation, correlation, hypothesis testing, contingency tables, and chi-square analysis. The instructional approach includes the use of small active learning groups, computer statistics software, computer simulations, in-depth projects, writing assignments, demonstrations, and lots of discussion and problem solving based on practical examples. Students learn how to analyze and interpret quantitative information, to use statistical thinking, and to communicate using the language of statistics. Students will develop a level of statistical literacy that enables them to critically assess information encountered in the media and other sources. This course will be of particular interest to undergraduate non-majors who want to fulfill the CLE requirement in Mathematical Thinking.
Class Time: 40% Lecture, 9% Discussion, 50% Small Group Activities, 1% Student Presentation.
Work Load: 20-50 pages reading per week, 15-30 pages writing per term, 4 exams, 2 papers, 1 presentations, 25 homework assignments.
Grade: 25% reports/papers, 55% additional semester exams, 20% problem solving. The 20% of the course grade for problem solving involves course work done in the classroom - most assignments will be found in the course packet.
Exam Format: Exams are a combination of short answer questions, calculations and graphing, and multiple choice questions.
Instructor:
Stottlemyer PhD,Janet
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Grading basis/credits:
Prereq: Intermediate algebra or equiv or placement exam credit will not be granted if credit received for: GC 1454 or Stat 1001
Description: This course is an introduction to statistics that emphasizes problem solving and decision making through the collection, analysis, and interpretation of data. Course topics include the organization and presentation of data, summary statistics, sampling methodology, sampling distributions, probability, estimation, correlation, hypothesis testing, contingency tables, and chi-square analysis. The instructional approach includes the use of small active learning groups, computer statistics software, computer simulations, in-depth projects, writing assignments, demonstrations, and lots of discussion and problem solving based on practical examples. Students learn how to analyze and interpret quantitative information, to use statistical thinking, and to communicate using the language of statistics. Students will develop a level of statistical literacy that enables them to critically assess information encountered in the media and other sources. This course will be of particular interest to undergraduate non-majors who want to fulfill the CLE requirement in Mathematical Thinking.
Class Time: 40% Lecture, 9% Discussion, 50% Small Group Activities, 1% Student Presentation.
Work Load: 20 - 50 pages reading per week, 15 - 30 pages writing per term, 4 exams, 2 papers, 1 presentations, 25 homework assignments.
Grade: 25% reports/papers, 55% additional semester exams, 20% problem solving. The 20% of the course grade for problem solving involves course work done in the classroom - most assignments will be found in the course packet.
Exam Format: Exams are a combination of short answer questions, calculations and graphing, and multiple choice questions.
Instructor:
Loch,Suzanne Yvette
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Grading basis/credits:
Prereq: Intermediate algebra or equiv or placement exam credit will not be granted if credit received for: GC 1454 or Stat 1001
Description: We will explore statistics in four ways: 1) exploring the use of statistics and statistical techniques including the organization and presentation of data, summary statistics, sampling, sampling distributions, probability, estimation, correlation, hypothesis testing, contingency tables, and chi-square analysis; 2) analyzing statistical reasoning associated with democracy and citizenship in the United States; 3) demonstrating the use of statistics when considering how race, class, gender, disability, religion, immigration, and sexual orientation in the U.S. can "position" people for democratic citizenship or disengagement; and 4) communicating and problem solving in words and mathematical presentations statistical principles, concepts, and their application through the collection, analysis, and interpretation of data. This class will primarily use small group discussion and activities to explore and practice the principles of statistics. Statistical software will be used weekly for in-class and out-of-class activities. There will be weekly reading, writing, and mathematical assignments to prepare for class discussions and activities. In class activities will culminate in an in-depth small group project. As appropriate course material and supplemental materials will be posted in Web Vista. Upon successful completion of this course you should have improved skills in critical thinking and in constructing, analyzing, and interpreting statistical presentations of data and phenomena. Students will develop a level of statistical literacy that enables them to critically assess information encountered in the media and other sources. This course will be of particular interest to undergraduates who want to fulfill the CLE requirement in Mathematical Thinking.
Class Time: 25% Lecture, 20% Discussion, 45% Small Group Activities, 10% Student Presentation.
Work Load: 20-50 pages reading per week, 15-30 pages writing per term, 4 exams, 3 papers, 3 presentations, 15 homework assignments, 15 problem sets, 15 quizzes. All presentations will be small group (3-5person) presentations.
Grade: 30% mid exam, 20% reports/papers, 10% quizzes, 10% written homework, 10% journal, 10% reflection paper, 10% in-class presentation. Application of knowledge and problem solving are a part of the assignments, exams, papers, and presentations.
Exam Format: Exams are a combination of short answer questions, problem solving, calculations, graphing and may include some multiple choice.
Instructor: Duranczyk,Irene M
Grading basis/credits:
Prereq: Three yrs high school math or grade of at least C+ in [0731 or 0732] or placement test score or instr consent
Description: Student may contact the instructor or department for information.
Instructor:
Robertson,Douglas Frederick
(Morse Alumni Award; UC Outstanding Teaching Award)
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Grading basis/credits:
Prereq: Three yrs high school math or grade of at least C+ in [0731 or 0732] or placement test score or instr consent
Description: This course is part of a learning community with geology and as such will focus part of the time on specific geological data and the graphs and mathematical models associated with that subject. It is a mathematical thinking course that primarily uses mathmematical models to describe real world data and demonstrate the uses of mathematical manipulations. Data are described by a mathmatical model and a graphical rendering. These models are then used to make predictions. Applications of linear, polynomial, exponential and logarithmic functions will be explored. Probability will also be introduced. Students will develop algebraic and critical thinking skills while observing and analyzing the behavior of real-world data . The foundations of counting and probability will be integrated into the modeling activities. When students have successfully completed this class, they will be able to develop, select, and fine-tune equations and use probabilities to represent a wide variety of situations using real world applications and applying a model to the data with mathematics, both equations and graphs. There will be lecture, demonstrations, individual in class work, and small group work in the class.
Class Time: 80% Lecture, 10% Laboratory, 10% Demonstration.
Work Load: 40 pages reading per week, 3 exams, 6 special projects, 35 homework assignments.
Grade: 20% final exam, 40% special projects, 10% written homework, 30% additional semester exams.
Instructor:
Stottlemyer PhD,Janet
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Syllabus
Grading basis/credits:
Prereq: Three yrs high school math or grade of at least C+ in [0731 or 0732] or placement test score or instr consent
Description: Students will use algebra to create equations and graphs that describe real world data and situations. Students will learn to use these mathematical models to make predictions, to evaluate error and to link observed phenomena with algebraic processes. The course is both theoretical and practical. It focuses on applications of linear, polynomial, rational, exponential, logarithmic and logistic equations.
Instructor:
Staats,Susan K
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Grading basis/credits:
Description: 1051 is an editing class for non-native speakers of English in which students are guided in how to analyze their writing in order to understand their own patterns of error. Explicitly focused on language.
Instructor: Rojas Collins,Molly C
Grading basis/credits:
Description: 1051 is an editing class for non-native speakers of English in which students are guided in how to analyze their writing in order to understand their own patterns of error. Explicitly focused on language.
Instructor: Fitzpatrick,Renata
Grading basis/credits:
Prereq: Concurrent registration in social science course, adviser approval
Description: Intensive support for mastering concepts and skills presented in PSTL 1281: Principles of Psychology with which it is paired. Includes methods for effectively engaging disciplinary content through critical thinking, field-specific vocabulary , core concepts, writing and presentation styles associated with disciplinary content. Students will work to develop reading and writing skills that will not only assist them in this class, but also throughout the course of their college careers. Students will participate in a variety of reading and writing lessons and collaborative group discussions. This course is intended to aid students in learning how to respond critically and comprehensively to readings, quizzes and class discussions, while displaying their own opinions and mastery of course work.
Class Time: 10% Lecture, 10% Film/Video, 40% Discussion, 30% Small Group Activities, 5% Student Presentation, 5% Guest Speakers.
Work Load: 60 pages reading per week, 20 pages writing per term.
Grade: 10% reports/papers, 20% quizzes, 33% attendance, 20% journal, 7% in-class presentation, 10% class participation.
Instructor: Babulal,Ganesh Muneshwar
Grading basis/credits:
Prereq: Concurrent registration in science course, adviser approval
Description: Intensive support for mastering concepts and skills presented in PSTL 1131: Principles of Biological Science with which it is paired. Emphasis on effectively engaging disciplinary content by providing sustained time and attention to scientific research methods, field-specific vocabulary, core concepts, writing and presentation styles associated with disciplinary content.
Instructor: Dara,Syed T
Grading basis/credits:
Description: PSTL 1086 is a 2-credit-hour course that serves as an introduction to higher education and as an ongoing orientation to the University of Minnesota. The course is designed to assist students in making the transition to college life and to enhance self-awareness. The course provides opportunities to examine the challenges associated with the first-year of college in an atmosphere that is inclusive for all learners. The purpose of this course is to increase the likelihood that students? first and future years at the University of Minnesota will be successful. Specifically, participation in this section of 1086 will help student-athletes connect with many of the resources that are necessary for success both in the classroom and in their sport while also assisting students in exploring issues associated with being a student-athlete at a Big 10 institution.
Instructor:
Higbee,Jeanne Louise
(Educ Distinguished Tchg Awd)
Grading basis/credits:
Description: This is a learner-centered introductory level course that guides you toward developing your own understanding of the preeminent principles of biology, including Ecology, Biodiversity, Evolution, Genetics, Cell Theory, and the Molecular Basis of Life. But, we strive to have you do so in the context of your own daily living, being ever mindful that all living things are connected in an intricate web of life, and that how you live your life affects the nature of that web. So, how do we begin? By asking questions and developing answers. Here's some questions we'll try to answer from a scientific point of view (and don't worry, you'll get to ask and answer your own questions as well). Who are you? Are we alone in the universe? Want to have a clone? Is there really such a thing as race? Are you only as smart as your genes? Is creationism an alternative to evolution? Is the earth warming? Are we creating a biodiversity crisis? Is social justice possible? How might a shark save my life? We will spend much of our time in the classroom working on small-group activities designed to develop answers to the questions based on what we already know (or think we do) and new knowledge that we are constructing. Sometimes there will be short (10-minute) lectures to help out with difficult concepts; and always we will take time to write about what we understand, how we came to understand it, and what we still don't understand. In the laboratory, you will work in cooperative pairs, focusing on the process of science; that is, how scientists go about observation, formulating questions, transforming the questions into hypotheses, testing the hypotheses, collecting data, organizing and interpreting the data, drawing conclusions, and communicating their work to the world. There is no dissection of organisms in this course.
Class Time: 20% Lecture, 20% Discussion, 30% Laboratory, 30% Small Group Activities.
Work Load: 50-60 pages reading per week, 25-30 pages writing per term, 2 exams, 1 special projects, 5 homework assignments, 1 problem sets. special project is group project; writing is for lab reports; homework assignments and problem set are for lab
Grade: 16% mid exam, 17% final exam, 16% special projects, 17% class participation, 33% laboratory evaluation. Lab scoring based on weekly quiz, lab reports, written homework, and one problem set.
Exam Format: Multiple choice
Instructor:
Hatch,Jay Tudor
(Morse Alumni Award; UC Outstanding Teaching Award)
Grading basis/credits:
Prereq: credit will not be granted if credit received for: GC 1135
Description: PSTL 1135, Essentials of Human Anatomy and Physiology, is a biological science course, with laboratory, designed to introduce college freshmen to scientific thinking and career exploration in health care, kinesiology, or other areas in the life sciences. The course is organized around body systems, e.g., the respiratory system, the nervous system, etc., and uses both fitness and disease, (e.g., diabetes, cancer, atherosclerosis, etc.) to introduce students to essential concepts in anatomy and physiology. In the lecture setting, students will take notes while listening to lectures, work in groups to solve problems, learn to interpret graphical data, and complete short writing assignments. In the laboratory, student engage in traditional dissections, e.g., brains, hearts, etc., perform inquiry-based exercises, and participate in other hands-on activities. Cooperative learning activities, e.g., cooperative quizzes, are used in both the lecture and the lab settings of the course. All students enrolled in PSTL 1135 will be required to read at least one book, such as "When the Air Hits Your Brain," outside of regular class time. The course will make considerable use of internet-based curricular materials.
Class URL: http://msjensen.cehd.umn.edu/1135/
Class Time: 60% Lecture, 30% Laboratory, 10% Small Group Activities.
Work Load: 4 exams, 2 special projects, 10 quizzes.
Grade: 30% final exam, 10% quizzes, 30% additional semester exams, 30% laboratory evaluation.
Instructor:
Jensen,Murray Stowe
(Morse Alumni Award)
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Prereq: credit will not be granted if credit received for: GC 1163
Description: PsTL 1163 is an introductory physics course that tries to simulate the way scientists discover and create knowledge. The course is aimed at elementary education majors and non-science majors. The entire class period is a lab and there are no lectures. Students work in small groups to perform experiments, make observations, develop theories of how things work, and test those theories by performing further experiments. Students develop an understanding of physics concepts through doing it and talking about it with their peers and with the course staff. The goal of the course is not only to learn physics concepts, but knowing HOW we know them (what is the evidence for them), being able to apply them in new situations, and being able to explain them. There is a fair amount of writing involved in the course in terms of explaining one's answers, but not in the sense of papers. The course places an emphasis on learning by thinking and doing.
Class Time: 100% Laboratory.
Work Load: 3 exams, 15 homework assignments, 6 quizzes.
Grade: 15% mid exam, 20% final exam, 15% reports/papers, 15% quizzes, 15% additional semester exams, 10% journal, 5% class participation, 5% other evaluation.
Exam Format: All questions require short answers or short essays explaining an answer.
Instructor:
Hsu,Leon
(Morse Alumni Award)
Grading basis/credits:
Prereq: credit will not be granted if credit received for: GC 1171
Description: Students will learn about geologic processes through an earth systems approach that focuses on the interaction between natural cycles and society. Topics will include formation of continents and mountains, geologic time, living with natural hazards (i.e., earthquakes and volcanoes), climate changes, and natural resources. Lecture and laboratory format.
Instructor: Fayon,Annia
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Description: Ways of Knowing in the Social Sciences is a course of studies that enables students to utilize the social science disciplines as a multidisciplinary lens for understanding major local, national, and international issues. We will explore the diverse ways that Economics, Political Science, History, Sociology, Anthropology, and Geography construct evidence and present knowledge by studying the local/global dimensions of immigration. The course examines major ideas, theories, and perspectives from each discipline while building an interdisciplinary understanding of the international dimensions of human migration. Students will learn multi-media research and presentation skills. Students interested in teaching or majoring in the social sciences gain useful information for choosing a major and teaching in a multidisciplinary field of studies. With a focus on experiential learning, students in this course will develop an interdisciplinary way of thinking that can be used to understand other major social issues.
Class Time: 25% Lecture, 40% Discussion, 10% Laboratory. 6 self designed field trip
Work Load: 60 pages reading per week, 20 pages writing per term, 6 exams, 1 papers. 6 short papers (2pp) report on field trips
Grade: 20% reports/papers, 40% quizzes, 10% in-class presentation, 10% class participation, 20% other evaluation. self designed field trips
Exam Format: multiple choice, 10 questions
Instructor:
Detzner,Dan
(Morse Alumni Award)
Grading basis/credits:
Prereq: credit will not be granted if credit received for: GC 1211
Description: This course is an introduction to sociological thinking and methods of research. We will explore areas of human interaction that include socialization, culture, stratification and inequality (on the basis of race, class, and gender) social control, and social change. During the semester we will explore these and other topics in an overview of major ideas associated with classical and modern social thought. The purpose of this course is to provide you with the basic tools to better understand (and question) our ideas, and our social world. Through the readings, we will contest everyday understandings of social issues to understand the ways in which different aspects of social life systematically differentiate by privileging and disadvantaging our participation in society. Service Learning will be required in this course.
Class Time: 30% Lecture, 30% Discussion, 30% Small Group Activities, 5% Student Presentation, 5% Service Learning.
Work Load: 50 pages reading per week, 7-10 pages writing per term, 3 exams, 2 papers, 1 presentations, 1 special projects, 6 homework assignments. 30 hours of service learning, outside of class time, will be required during the semester.
Grade: 20% mid exam, 20% final exam, 20% reports/papers, 15% special projects, 5% written homework, 5% attendance, 5% in-class presentation, 10% class participation.
Exam Format: multiple-choice
Instructor: Kelly,Margaret Ellen Delehanty
Grading basis/credits:
Prereq: credit will not be granted if credit already received for: GC 1231, GC 1231W
Description: This course addresses the major political, economic, social and diplomatic issues in early American History from a variety of multicultural perspectives. The historical roots of our cultural diversity, the effects of various cultures on our national development, the cultural contributions of our various citizens, and our shared struggle as a nation are examined by focusing on three themes: Creating the American People, Establishing the American Nation, and the Crisis of American Slavery. The assigned textbook and readings have been selected to provide the historical knowledge and multicultural perspectives to support the examination of those historical themes. Classroom simulations are used in the course to place the student in the role of a political or diplomatic decision maker. Documents providing multicultural perspectives are examined to stimulate class discussion while issues and events are discussed and critiqued from a variety of historical perspectives. The dynamic nature of history as a discipline will also be addressed.
Class Time: 50% Lecture, 10% Film/Video, 20% Discussion, 20% Small Group Activities.
Work Load: 25 pages reading per week, 4 pages writing per term, 5 exams, 1 papers.
Grade: 25% final exam, 25% reports/papers, 50% additional semester exams. Four semester exams each worth 50 points and each covering three chapters. Final exam has a 50 point section covering the last three chapters plus a long (50 point) essay focusing on the second half of the course.
Exam Format: Multiple choice worth 25 points and short essays worth 25 points. The final exam also has a long essay worth 50 points.
Instructor: Ghere,David Lynn
Grading basis/credits:
Description: The Greeks defined the term ?citizen? as a person who was knowledgeable and engaged in society and politics. The central question we will explore in this course is how to be an engaged citizen in a multicultural democracy. Using multiple lenses of history, law, psychology and sociology, this course, examines the role of individuals and groups in shaping the nature of citizenship and public ethics in U.S. society. Using social science texts, historical narratives, literature, and legal cases, the course explores the nature of legal and personal responsibility with particular attention to race, class, gender and civil rights. In addition, to learn how the adversarial system works (or doesn?t work!) all students will participate in a full mock jury trial.
Class Time: 25% Lecture, 5% Film/Video, 25% Discussion, 20% Small Group Activities, 20% Student Presentation, 5% Guest Speakers.
Grade: 45% reports/papers, 5% quizzes, 10% written homework, 25% in-class presentation, 15% class participation.
Co-Instructor:
Peter,Gary E
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Instructor Bio
Co-Instructor: Miksch,Karen L
Grading basis/credits:
Description: The Greeks defined the term ?citizen? as a person who was knowledgeable and engaged in society and politics. The central question we will explore in this course is how to be an engaged citizen in a multicultural democracy. Using multiple lenses of history, law, psychology and sociology, this course, examines the role of individuals and groups in shaping the nature of citizenship and public ethics in U.S. society. Using social science texts, historical narratives, literature, and legal cases, the course explores the nature of legal and personal responsibility with particular attention to race, class, gender and civil rights. In addition, to learn how the adversarial system works (or doesn?t work!) all students will participate in a full mock jury trial.
Class Time: 25% Lecture, 5% Film/Video, 25% Discussion, 20% Small Group Activities, 20% Student Presentation, 5% Guest Speakers.
Grade: 45% reports/papers, 5% quizzes, 10% written homework, 25% in-class presentation, 15% class participation.
Co-Instructor: Miksch,Karen L
Co-Instructor:
Peter,Gary E
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Description: The primary goal of this course is to proactively engage students in exploring the nature of citizenship in the United States, how it has changed through time, and practical ways in which we can become engaged citizens today in a multicultural society. We examine the role of individuals and groups in shaping and defining the nature of citizenship and public ethics in U.S. society and ask when and if all people in the U.S. have had equal opportunity for full citizenship. Further, we investigate and discuss what social, legal, and institutional practices impact the capacity of individuals and groups to engage in citizenship in a multicultural democracy.
Instructor: Poch,Robert Karl
Grading basis/credits:
Prereq: credit will not be granted if credit received for: GC 1251
Description: This Course Fulfills Two Graduation Requirements: CLE Diversified Core: Historical Perspectives CLE Designated Theme: International Perspectives Course Overview World History and Culture examines the 20th and 21st centiries to examine the profound and enduring ideas that have influenced the development of global, political, social, and economic systems. This course explores civilizations of the world by placing historical events, customs and cultures in a global context. The use of historical documents, computer resources, historical simulations, texts, film documentaries, small group discussions, and lecture presentations are combined to create a comprehensive view of the major world cultures. This course provides a balanced exploration of world history during the past 100 years. The course develops major concepts such as nationalism, democracy, colonialism, liberalism, socialism, communism, and fascism while tracing their impact on Europe, Asia, Africa, and the Americas. Major questions explored include: What are the forces that guide history as it unfolds? How does today's news headlines connect with the past? Is it possible to predict the near future and make personal plans as a result? Exploring these questions helps to make sense out of history and connect "then and now." Current eventrs such as ethnic conflicts, the breakup of the Soviet Union, the modernization of Japan, China, and India, Arab/Israeli disputes, nation building in Africa, neo-colonialism and trade dependence in developing countries make sense when the past is explored and connections made with the present. Technology: Another life skill that is developed through this course is the use of technology. Like many other courses at the University, WebVista is an important Internet tool that serves as a companion to the course. Utilizing the features of WebVista will allow accessing of critical course materials (study guides, lecture outlines, information links). An additional feature of this course is integrating the use of blogs, wikis, and podcasting into the course. As a class we will construst a weekly audio podcast that features a review of the history topics as well as include music selected by students. Check out the podcast at http://thenandnow.org It can be subscribed through iTunes. You can also sample the podcast by clicking on the web link on that web page. Also, the class will construct online its own study guide for the major exams. Check out the website at http://myworldhistory.net Final Words History is all around us. We observe it as well as help to create it. The only way to study history is to hold a history textbook in one hand and today's newspaper in the other. This class is about creating connections among the textbook and today;s newspaper headlines. It is about making sense out of a world that sometimes seems not to make very much sense at all. I hope that you decide to join us in the class.
Class URL: http://myworldhistory.net
Class Time: 60% Lecture, 10% Film/Video, 15% Discussion, 10% Small Group Activities, 5% Student Presentation.
Work Load: 50 pages reading per week, 8 pages writing per term, 3 exams, 1 papers, 1 presentations, 1 special projects, 10 quizzes.
Grade: 20% mid exam, 20% final exam, 10% reports/papers, 10% special projects, 10% quizzes, 20% additional semester exams, 5% reflection paper, 5% in-class presentation. Study guides for major exams created by students in the class and also provided by the course instructor. Also the course instructor and the enrolled students coproduce a weekly podcast that reviews the textbook chapter and class lectures.
Exam Format: Major exams have three parts: matching vocabulary, multiple-choice, and essay questions.
Instructor:
Arendale,David R
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Prereq: credit will not be granted if credit received for: Psy 1001, GC 1281
Description: Student may contact the instructor or department for information.
Instructor:
Wambach,Cathrine A
(Morse Alumni Award)
Grading basis/credits:
Prereq: credit will not be granted if credit received for: Psy 1001, GC 1281
Description: Student may contact the instructor or department for information.
Instructor: Grier-Reed,Tabitha LaShaun
Grading basis/credits:
Prereq: credit will not be granted if credit received for: Psy 1001, GC 1281
Description: In this introductory psychology course, students will describe and apply the major theoretical perspectives that guide our understanding of human behavior particularly within the contexts of education and human services. Application exercises, weekly quizzes, discussion writings and a semester project will be used to teach course content and assess how well students are able to integrate courses readings and lectures into a fundamental understanding of human behavior. Students' grades will be determined by their performance on tests, the quality of their written work, and by homework, attendance and participation.
Class Time: 25% Lecture, 20% Discussion, 20% Small Group Activities, 35% Web Based.
Work Load: 55 pages reading per week, 15 pages writing per term, 1 exams, 1 special projects, 36 quizzes.
Grade: 10% final exam, 10% special projects, 60% quizzes, 5% attendance, 10% reflection paper, 5% class participation.
Instructor:
Madyun,Naim Hossein
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Description: "Creating Identities through Art and Performance" is an introductory course that both analyzes and creates art in order to experience how different genres of art reveal social and cultural themes that shape identity. Students will be reading and reflecting on short stories, digital stories, plays, poetry, film, music, and photography. Students will also create multimedia projects which reflect their identity through some combination of text and images.
Class Time: 40% Lecture, 10% Film/Video, 10% Discussion, 5% Small Group Activities, 5% Student Presentation, 10% Demonstration, 10% Studio, 5% Guest Speakers, 5% Web Based.
Work Load: 10 pages reading per week, 10 pages writing per term, 2 papers, 2 presentations, 10 homework assignments.
Grade: 20% reports/papers, 20% special projects, 10% written homework, 10% attendance, 10% reflection paper, 20% in-class presentation, 10% class participation.
Instructor:
Buturian,Linda J
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Description: This course is designed to develop an understanding and appreciation of the performing arts (theatre arts, oral interpretation of literature, reader's theatre, storytelling/spoken word), from the perspective of viewer and participant. Emphasis is placed on in-class scene/literature analysis and readings from a variety of genres, authors, and voices, both classical and contemporary, journal writing, play critiques, peer feedback, group interaction and discussion, and out of class observations. Other key components include attending local theatre productions, a theater tour, and interactions with guest artists from the Twin Cities performing arts community. Students will be on their feet, active and moving, most every class in class.
Class Time: 5% Lecture, 10% Film/Video, 20% Discussion, 15% Small Group Activities, 30% Student Presentation, 15% Field Trips, 5% Guest Speakers.
Work Load: 20-50 pages reading per week, 20 pages writing per term, 1 exams, 1 papers, 4 presentations, 8 homework assignments.
Grade: 20% final exam, 20% reports/papers, 20% written homework, 10% attendance, 10% journal, 20% in-class presentation.
Instructor: Frederickson,Tina
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Description: Literatures of the U.S.: Multicultural Perspectives. Students will be introduced to key concepts, terms, and techniques involved in literary study. We will read, discuss, and write about texts from the past two centuries to the present, and highlight the diversity of form, perspective, and style in U.S. literature. Our analysis will be informed by the understanding that writing rises out of specific social, historical, political, and literary contexts. We will address questions such as, which characters have political power and social standing, which don?t, and how does this make for compelling literature? How does our relationship to the land, whether it is the wilderness or the built environments of a city, shape our identities, and how is this revealed through landscape and word-choice in literary texts? The course emphasizes literary analysis and fosters student development of critical thinking and interpretation through close reading of texts, class discussion, and informal and formal writing assignments. Throughout the semester students will receive feedback on their writing and will have an opportunity to revise a formal paper. We will read short stories, a novel, and poems, as well as watch spoken word performances. This is an interactive course involving class discussions and written responses to texts and visual mediums.
Class Time: 20% Lecture, 15% Film/Video, 25% Discussion, 15% Small Group Activities, 15% Student Presentation, 5% Field Trips, 5% Guest Speakers.
Work Load: 15 pages reading per week, 25 pages writing per term, 1 exams, 3 papers, 1 presentations, 10 homework assignments, 5 quizzes.
Grade: 15% mid exam, 20% reports/papers, 10% quizzes, 10% written homework, 10% attendance, 15% reflection paper, 15% in-class presentation, 5% class participation.
Instructor:
Buturian,Linda J
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Description: Introduction to U.S. literatures is designed to raise a range of questions about American identity within broad social, historical, political, and literary contexts while highlighting the diversity of form, perspective, and style in U.S. literature. Course emphasizes literary analysis, fostering student development of critical analysis and interpretation through close reading of texts, class discussion, and formal and informal writing assignments.
Instructor: Hyland,Ezra St
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Description: In this course students will read novels from different parts of the world that share a focus on the experience of young people as they enter into the adult world. We will use these novels as a basis for exploring the ways that literature works and the work it does, drawing us deeper into our selves and also further into the world around us. Course work will center around small and large group discussions, activities and various formal and informal written assignments.
Class Time: 20% Lecture, 40% Discussion, 40% Small Group Activities.
Work Load: 50 - 100 pages reading per week.
Instructor:
Cory,Kristin Anne
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Instructor Bio
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Description: Student may contact the instructor or department for information.
Instructor: Rojas Collins,Molly C
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Prereq: credit will not be granted if credit received for: COMM 1101, COMM 1101H, GC 1461
Description: Students develop fundamental skills, knowledge, and abilities to confidently communicate their thoughts and ideas to others in a public forum. Students prepare and present a series of informative and persuasive speeches on socially significant topics in multicultural contexts. Special focus on ethics, citizenship, voice, language. Every student will have at least ten opportunities to present during the semester, from one-minute informal presentations to eight-minute formal presentations. Three speeches will be digitally recorded, and we will utilize an on-line annotation tool called VideoANT for both self and peer critiques.
Class Time: 20% Lecture, 5% Film/Video, 20% Discussion, 25% Small Group Activities, 30% Student Presentation.
Work Load: 30 pages reading per week, 8 pages writing per term, 10 presentations, 4 quizzes. 2 formal, full-sentence outlines
Grade: 20% quizzes, 15% written homework, 55% in-class presentation, 10% class participation.
Exam Format: Students have choice of taking the quizzes in two formats: (A) multiple-choice and true/false, or (B) essay.
Instructor:
Trites,Jill K
(CCE Distinguished Tchg Award)
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Prereq: credit will not be granted if credit received for: COMM 1101, COMM 1101H, GC 1461
Description: The purpose of this course is to introduce the student to the field of Speech Communication; to show basic theories of communication; illustrate the complicated process that is communication; and demonstrate that, through conscious choices, the student can significantly impact the effectiveness of communication. This course will aid the student in the development of communication skills and allows for assessment of personal strengths, weaknesses and barriers to communication. This, ultimately, will prepare the student to be a better communicator.
Instructor: Dorsey,Heather Jane
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Prereq: credit will not be granted if credit received for: COMM 1101, COMM 1101H, GC 1461
Description: Students develop fundamental skills, knowledge, and abilities to confidently communicate their thoughts and ideas to others in a public forum. Students prepare and present a series of informative and persuasive speeches on socially significant topics in multicultural contexts. Special focus on ethics, citizenship, voice, language.
Instructor: Kelly,Margaret Ellen Delehanty
Grading basis/credits:
Prereq: credit will not be granted if credit received for: COMM 1101, COMM 1101H, GC 1461
Description: This course is designed to develop an understanding of the fundamental principles, processes, and practices of face-to-face human communication. Core focus is on public communication; providing practical public speaking experiences and opportunities to critically analyze this rhetorical art. Emphasis is placed on frequent in-class presentations, critical and creative thinking, written critiques, readings, and group discussions. Understanding the power of speech, language, and organization of ideas to reach communicative goals is paramount.
Class Time: 20% Lecture, 5% Film/Video, 20% Discussion, 20% Small Group Activities, 35% Student Presentation.
Work Load: 20-50 pages reading per week, 4-10 pages writing per term, 2 exams, 6 presentations, 11 homework assignments.
Grade: 11% mid exam, 13% final exam, 18% written homework, 8% attendance, 50% in-class presentation.
Instructor: Frederickson,Tina
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Prereq: Own camera [35 mm w/adjustable controls preferred], UC; $50 lab fee
Description: This introductory course explores conceptual, technical, and historical aspects of photography as an art form. Emphasis is on the creative process through hands-on experience as students learn about camera control, film development, enlarging, and printing in a photographic darkroom. Students receive instruction and support through individual and group discussion and critiques as they work to create a portfolio of their own images. Course includes required lab time in addition to scheduled class times. Students must have a film based camera, (35mm with adjustable controls preferred).
Class Time: 30% Lecture, 20% Discussion, 50% Laboratory.
Instructor: Millikan,Jeffrey B
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Description: Introduction to Business and Society is a business/social science course allowing students to explore a broad range of business content from accounting to z-style management. It satisfies the University's qualification as a social science. Students use the course to help explore possible majors and business careers.
Class Time: 50% Lecture, 30% Discussion, 20% Small Group Activities.
Work Load: 60 pages reading per week, 100 pages writing per term, 3 exams, 8 papers, 10 homework assignments, 12 quizzes.
Instructor:
Kroll,Patrick A
(Morse Alumni Award; UC Outstanding Teaching Award)
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Description: Can one person make a difference? Sometimes, if we leverage our resources! The concept of leverage originated in physics. Leverage also means using what you have to accomplish something more. In this course we will focus on how to do more with the resources we have by using tools such as levers and by organizing ourselves into groups. We will consider how groups reach tipping points?when fads take off and political paradigms shift. We will also consider when groups make good decisions and what causes group decision-making to derail.
Co-Instructor:
Wambach,Cathrine A
(Morse Alumni Award)
Co-Instructor: Poch,Robert Karl
Co-Instructor: Rojas Collins,Molly C
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Description: JUSTICE ISN?T JUST US Reading "A Lesson Before Dying" will help us explore and express our own views of two institutional systems that clearly need people who can make a difference: the American educational system and the American justice system. But before we can stand up to make a difference in such large institutions, we must look inward to understand our beliefs and values about those institutions. For that inward look, we will discuss how education can help or hurt a person's understanding of who they are, and also consider how our courts, laws, and prisons work or do not work. Then we will look outward: we'll read contemporary stories of people's experiences in the educational and justice systems; we will read analysis articles that attempt to explain those experiences, and we will read profiles of activists trying to change those systems. Finally, our capstone project will be a collaborative activity highlighting both inward beliefs and outward action by asking students to research and publicize the work of a local person or group attempting to make changes that students in our class believe in and want to support. Acting toward justice is never acting for ourselves alone.
Class Time: 25% Lecture, 4% Film/Video, 40% Discussion, 20% Small Group Activities, 10% Student Presentation, 1% Guest Speakers.
Work Load: 50-100 pages reading per week, 25-30 pages writing per term, 3 papers, 1 presentations, 1 special projects, 16 homework assignments. Number of pages of writing per term includes: brainstorming, groupwork, rough drafts, and final products.
Grade: 65% reports/papers, 10% written homework, 20% class participation, 5% other evaluation. Advising component: attend six advising workshops and one individual meeting with advisor.
Co-Instructor:
Hodne,Barbara Downs
(Educ Distinguished Tchg Awd)
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Co-Instructor: Hyland,Ezra St
Co-Instructor: Duranczyk,Irene M
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Description: Critical moments are those turning points where something changes, and that change affects the direction of a person?s life, community, nation or even world. This course explores the common question How can one person make a difference by looking at how people tell their stories, how context can affects a story?s meaning, and all the many choices people make when they face critical moments. We will explore critical moments in our own narratives and in the lives of persons and characters in three historic events: the struggle for social justice and dignity in segregated Louisiana during the 1940?s, in New Orleans in 2005 when Hurricane Katrina hit Louisiana, and in Rwanda in 1993 when genocide occurred. This exploration will examine what forces create these personal, historic, social, political and artistic turning points in the lives of individuals, communities, countries and the world. Using contemporary and historical materials from the social sciences, humanities and theatre arts, we will explore the complexity of critical moments. Our primary texts will include the Paul Rusesabagina?s autobiography; An Ordinary Man ? on which the film, Hotel Rwanda is based, the Ernest Gaines memoir and play; A Lesson Before Dying, and the Spike Lee documentary film; When The Levees Broke.
Co-Instructor:
Detzner,Dan
(Morse Alumni Award)
Co-Instructor: Dorsey,Heather Jane
Co-Instructor: Jehangir PhD,Rashne Rustom
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Description: It's clear that food plays an integral part in our daily lives, but how much do you know about that burger you just ate? Will a healthy diet help you live longer? Can food really bring people together and resolve conflicts? In this course, team taught by a biologist, a social scientist, and a lawyer, we'll examine food through a variety of perspectives - scientific, sociological/psychological, literary, legal - to come to a better understanding of its impact on our world. Using writing, discussion, oral presentations, and other mediums, we'll consider the following question: Can you, either individually or working with others, make a difference by educating yourself and others about where food comes from and how to make informed choices about what you eat? We'll read and discuss Paul Rusesabagina's autobiography about the 1994 Rwandan genocide, An Ordinary Man, to explore how food and hospitality can make a life-saving difference in a difficult situation, as well as other food-related texts from a range of disciplines. At the end of the semester, students will collaborate in small groups to present a final capstone project on a food-related subject to the class (and possibly to the larger College of Education and Human Development academic community).
Co-Instructor:
Jensen,Murray Stowe
(Morse Alumni Award)
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Co-Instructor:
Peter,Gary E
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Co-Instructor: Stebleton,Michael J
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Description: It's clear that food plays an integral part in our daily lives, but how much do you know about that burger you just ate? Will a healthy diet help you live longer? Is fast food really that bad for you? How does food bring people together? How is food production and safety regulated by the government? In this course, team taught by a biologist, a social scientist, and a lawyer, we?ll examine food through a variety of perspectives - scientific, sociological/psychological, literary, legal - to come to a better understanding of its impact on our world. Using food-related texts from a variety of disciplines as well as writing, discussion, oral presentations, and other mediums, we'll consider the following question: How can you, either individually or working with others, make a difference by educating yourself and others about where food comes from and how to make informed choices about what you eat? At the end of the semester, students will collaborate in small groups to present a final Capstone Project on a food-related subject to the larger College of Education and Human Development academic community.
Co-Instructor: Stebleton,Michael J
Co-Instructor:
Peter,Gary E
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Co-Instructor:
Jensen,Murray Stowe
(Morse Alumni Award)
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Description: All of our actions, whether deliberate and carefully considered or reactive and unconscious, have consequences and effects. In this course, we are interested in understanding the ways our actions can make important differences. We will question whether the individual is always the agent for change, or whether the context that surrounds the individual helps or hinders social action. The instructors will bring their backgrounds in law, writing, literature, American studies, and working with multilingual students to examine how experiences and stories are represented in art, literature, legal cases, and film. Student work will culminate in a multi-media capstone project that invites them to document a person or community that is making a difference.
Co-Instructor:
Cory,Kristin Anne
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Co-Instructor: Fayon,Annia
Co-Instructor:
Trites,Jill K
(CCE Distinguished Tchg Award)
Grading basis/credits:
Description: All of our actions, whether deliberate and carefully considered or reactive and unconscious, have consequences and effects. In this course, we are interested in understanding the ways our actions can make important differences. We will question whether the individual is always the agent for change, or whether the context that surrounds the individual helps or hinders social action. The instructors will bring their backgrounds in law, writing, literature, American studies, and working with multilingual students to examine how experiences and stories are represented in art, literature, legal cases, and film. Student work will culminate in a multi-media capstone project that invites them to document a person or community that is making a difference.
Co-Instructor:
Trites,Jill K
(CCE Distinguished Tchg Award)
Co-Instructor: Fayon,Annia
Co-Instructor:
Cory,Kristin Anne
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Instructor Bio
Grading basis/credits:
Description: Can one person make a difference? Sometimes, if we leverage our resources! The concept of leverage originated in physics. Leverage also means using what you have to accomplish something more. In this course we will focus on how to do more with the resources we have by using tools such as levers and by organizing ourselves into groups. We will consider how groups reach tipping points?when fads take off and political paradigms shift. We will also consider when groups make good decisions and what causes group decision-making to derail.
Co-Instructor: Madyun,Naim Hossein
Co-Instructor: Staats,Susan K
Co-Instructor:
Hsu,Leon
(Morse Alumni Award)
Grading basis/credits:
Description: Can one person make a difference? Sometimes, if we leverage our resources! The concept of leverage originated in physics. Leverage also means using what you have to accomplish something more. In this course we will focus on how to do more with the resources we have by using tools such as levers and by organizing ourselves into groups. We will consider how groups reach tipping points?when fads take off and political paradigms shift. We will also consider when groups make good decisions and what causes group decision-making to derail.
Co-Instructor:
Hsu,Leon
(Morse Alumni Award)
Co-Instructor: Staats,Susan K
Co-Instructor: Madyun,Naim Hossein
Grading basis/credits:
Description: All of our actions, whether deliberate and carefully considered or reactive and unconscious, have consequences and effects. In this course, we are interested in understanding the ways our actions can make important differences. We will question whether the individual is always the agent for change, or whether the context that surrounds the individual helps or hinders social action. The instructors will bring their backgrounds in law, writing, literature, American studies, and working with multilingual students to examine how experiences and stories are represented in art, literature, legal cases, and film. Student work will culminate in a multi-media capstone project that invites them to document a person or community that is making a difference.
Co-Instructor: Poch,Robert Karl
Co-Instructor: Rojas Collins,Molly C
Co-Instructor:
Wambach,Cathrine A
(Morse Alumni Award)
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Prereq: credit cannot be granted if credit has already been received for: 1573, or 1574
Description: Students learn concepts and develop competencies in computer technologies most often used in social sciences and in business to help solve problems. Topics include using advanced word processing techniques to create complex written documents such as reports (including character and paragraph style sheets, mailmerge, formatting, tables, graphics, cross-references, headers, footnotes, and indexes), using an electronic spreadsheet to analyze data (including formulas, IF/THEN/ELSE, LOOKUP, different types of graphs, formatting), using a database management program to store, organize, and query data (including creating customized databases, modifying database structure, data verification and formatting, creating forms and reports, exporting/importing data, data extraction), and using presentation software to communicate ideas and findings in a multimedia format (including text, clipart, photos, tables, animations, and audio) to larger groups. Integration of the four applications is introduced. This is a computer-mediated course and there are no lectures. The instructor helps students individually during class as they work on course projects. Course uses Microsoft Office 2007 for Windows.
Class URL: http://www.tc.umn.edu/%7Edroberts/
Class Time: Students work on computers, get help from instructor.
Work Load: 70 pages reading per week, 2 exams, 16 homework assignments. 16 computer-based homework assignments.
Grade: 30% mid exam, 35% final exam, 35% written homework.
Exam Format: Exams done on the computers in the classroom. Students modify documents as instructed.
Instructor:
Robertson,Douglas Frederick
(Morse Alumni Award; UC Outstanding Teaching Award)
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Prereq: freshman
Description: Student may contact the instructor or department for information.
Instructor: Yahnke,Robert Eugene
Grading basis/credits:
Prereq: freshman credit will not be granted if credit received for: 1906, 1907, 1909
Description: This writing intensive freshman seminar will explore the treatment of legal themes in literary texts, films, and popular culture. We will look at the law through stories, cinema, television and other mediums to consider the following questions: Do these portrayals of ?the law? enhance or inhibit our understanding of how the law ?works? in our everyday lives, thus impacting our participation as citizens? Do literature, film and other media accurately reflect both our legal system and how lawyers are trained and the work that they do, or do they rely upon outdated, stereotypical, or sensationalized portrayals? We will also consider whether literature, film, and popular culture can actually be useful in helping us better comprehend the complexities and ethics of the law in all of its often-frustrating ambiguity. Students will have the opportunity to develop their skills in research, analysis, oral communication, and creativity through writing formal papers, participating in and leading class discussions, making presentations, writing stories and poems, and completing a group project.
Class Time: 10% Lecture, 10% Film/Video, 40% Discussion, 25% Small Group Activities, 15% Student Presentation.
Work Load: 30 pages writing per term, 2 papers, 2 presentations, 1 special projects, 12 homework assignments.
Grade: 45% reports/papers, 25% special projects, 10% reflection paper, 10% in-class presentation, 10% class participation.
Co-Instructor:
Peter,Gary E
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Instructor Bio
Co-Instructor: Miksch,Karen L
Grading basis/credits:
Prereq: freshman credit will not be granted if credit received for: 1906, 1907, 1909
Description: This writing intensive freshman seminar will explore the treatment of legal themes in literary texts, films, and popular culture. We will look at the law through stories, cinema, television and other mediums to consider the following questions: Do these portrayals of ?the law? enhance or inhibit our understanding of how the law ?works? in our everyday lives, thus impacting our participation as citizens? Do literature, film and other media accurately reflect both our legal system and how lawyers are trained and the work that they do, or do they rely upon outdated, stereotypical, or sensationalized portrayals? We will also consider whether literature, film, and popular culture can actually be useful in helping us better comprehend the complexities and ethics of the law in all of its often-frustrating ambiguity. Students will have the opportunity to develop their skills in research, analysis, oral communication, and creativity through writing formal papers, participating in and leading class discussions, making presentations, writing stories and poems, and completing a group project.
Class Time: 10% Lecture, 10% Film/Video, 40% Discussion, 25% Small Group Activities, 15% Student Presentation.
Work Load: 30 pages writing per term, 2 papers, 2 presentations, 1 special projects, 12 homework assignments.
Grade: 45% reports/papers, 25% special projects, 10% reflection paper, 10% in-class presentation, 10% class participation.
Co-Instructor: Miksch,Karen L
Co-Instructor:
Peter,Gary E
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Prereq: instr consent , college consent
Description: Student-initiated project in consultation with faculty monitor. Student determines topic, sets goals, designs a course of study, and finds an appropriate faculty member to work with collaboratively.
Instructor:
Kroll,Patrick A
(Morse Alumni Award; UC Outstanding Teaching Award)
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Prereq: 30 cr
Description: This course explores peer learning groups and the factors that enhance their effectiveness including: facilitating the learning process, integrating learning skill development and content knowledge acquisition, and application of appropriate theories of learning. The course is designed to connect the experience of serving as a facilitator of a peer learning group with a deeper examination of the underlying assumptions, learning theories, active learning strategies, group management protocols, and best practices in education.
Instructor:
Arendale,David R
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Prereq: 90 cr
Description: Student may contact the instructor or department for information.
Instructor:
Arendale,David R
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Prereq: Grad student
Description: This graduate course provides an overview of the issues, principles, and practices associated with effective college teaching in diverse postsecondary contexts. Students will explore theory and pedagogy as they relate to culturally responsive teaching from the perspectives of both the teacher and the learner in postsecondary settings. In addition to exploring teachers? and students? diverse and multiple social identities and a variety of student learning styles, course topics will include Critical Multicultural Education (CME), Social Justice Education (SIJ), Universal Instructional Design (UID), Integrated Multicultural Instructional Design (IMID), problem-based learning, inquiry-based teaching, and other models for ensuring engagement and inclusion. The interaction of theory and practice is an important theme (and challenge) of the course. Students will have the opportunity to conduct classroom observations and design a syllabus as well as lead discussions.
Class URL: http://www.myu.umn.edu
Class Time: 70% Discussion, 20% Small Group Activities, 10% Student Presentation.
Work Load: 50+ pages reading per week, 20 pages writing per term, 3 papers, 1 presentations.
Grade: 50% reports/papers, 30% reflection paper, 10% in-class presentation, 10% class participation.
Instructor:
Miksch,Karen L
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Video
Grading basis/credits:
Prereq: Grad student
Description: Student may contact the instructor or department for information.
Instructor:
Higbee,Jeanne Louise
(Educ Distinguished Tchg Awd)
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