Twin Cities campus
 
Twin Cities Campus

Early Childhood B.S.

Institute of Child Development
College of Education and Human Development
  • Program Type: Baccalaureate
  • Requirements for this program are current for Spring 2022
  • Required credits to graduate with this degree: 120
  • Required credits within the major: 47 to 85
  • Degree: Bachelor of Science
The undergraduate program in early childhood prepares students to work with young children (birth through age eight) and their families. The curriculum includes a variety of courses that are central to early childhood teaching and child development. The program offers students the flexibility to choose a track that aligns with their career aspirations. The Foundations of Early Education track prepares students for entry into the master of education (MEd)/initial licensure program in early childhood education. The Early and Elementary Education track prepares students for entry into the master of education (MEd) in Early Childhood Education with a recommendation for an initial license in early childhood education (birth-grade 3) and an additional license in elementary education (Kindergarten-grade 6). The Individualized Studies track prepares graduates to work in non-licensure educational settings (including daycare centers, private schools, youth community programs, or a variety of non-profit settings), to pursue advanced degrees, or to work in other settings where a strong education in child development is useful.
Program Delivery
This program is available:
  • via classroom (the majority of instruction is face-to-face)
Admission Requirements
A GPA above 2.0 is preferred for the following:
  • 2.50 already admitted to the degree-granting college
  • 2.50 transferring from another University of Minnesota college
  • 2.50 transferring from outside the University
Admission into the major is based on the following criteria: GPA of 2.5 is preferred Completion of CPSY 2301 or equivalent with a grade of C- or higher is preferred Those who have not yet completed 2301 will be expected to complete it in their first semester in the program.
For information about University of Minnesota admission requirements, visit the Office of Admissions website.
Required prerequisites
First Year Experience
All incoming CEHD Freshman must complete the First-Year Inquiry course EDHD 1525W.
Take 0 - 4 credit(s) from the following:
· EDHD 1525W - CEHD First Year Experience [WI] (4.0 cr)
General Requirements
All students in baccalaureate degree programs are required to complete general University and college requirements including writing and liberal education courses. For more information about University-wide requirements, see the liberal education requirements. Required courses for the major, minor or certificate in which a student receives a D grade (with or without plus or minus) do not count toward the major, minor or certificate (including transfer courses).
Program Requirements
At least half of the upper-division credits in the major must be taken at the University of Minnesota Twin Cities campus: Foundations of Education and Early and Elementary Education sub-plans 26 credits and Individualized Studies sub-plan 23 credits.
Child Development Courses
CPSY 2301 - Introduction to Child Psychology [SOCS] (4.0 cr)
CPSY 4331 - Social and Personality Development (3.0 cr)
CPSY 4343 - Cognitive Development (3.0 cr)
Early Childhood Courses
Students must be admitted to the program before taking these courses. Many of the major courses have an experiential component.
CPSY 5241 - Practicum in Early Childhood Education (3.0 cr)
CPSY 5251W - Social and Philosophical Foundations of Early Childhood Education [WI] (3.0 cr)
CPSY 5252 - Facilitating Social and Emotional Learning in Early Childhood Education (3.0 cr)
CPSY 5253 - Facilitating Cognitive and Language Learning in Early Childhood Education (3.0 cr)
CPSY 5254 - Facilitating Creative and Motor Learning in Early Childhood Education (2.0 cr)
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction (2.0 cr)
Student Teaching
Student Teaching
CPSY 5281 - Student Teaching in Early Childhood Education (6.0-8.0 cr)
Upper Division Writing Intensive within the Major
Students are required to take one upper division writing intensive course within the major. If that requirement has not been satisfied within the core major requirements, students must choose one course from the following list. Some of these courses may also fulfill other major requirements.
Take 0 - 1 course(s) from the following:
· CPSY 5251W - Social and Philosophical Foundations of Early Childhood Education [WI] (3.0 cr)
Program Sub-plans
Students are required to complete one of the following sub-plans.
Foundations of Education
This sub-plan is for early childhood majors who intend to go on to post-baccalaureate early childhood education teacher licensure via the MEd in early childhood education/initial licensure program.
Required Courses
Take 24.5 - 25.5 credit(s) from the following:
Elementary Ed Courses
CI 3211 - Introduction to Elementary Teaching (3.0 cr)
CI 3212 - Practicum: Elementary Teaching (2.0 cr)
Foundation Courses
CI 5307 - Technology for Teaching and Learning (1.5 cr)
OLPD 5009 - Human Relations: Applied Skills for School and Society (1.0 cr)
Cognition
EPSY 3119 - Learning, Cognition, and Assessment (3.0 cr)
or EPSY 5001 - Learning, Cognition, and Assessment (3.0 cr)
Math
Students can choose from CI 1806 or any 1000-level 3 credit or higher MATH course with the exception of MATH 1001.
CI 1806 - College Algebra through Modeling [MATH] (3.0 cr)
or MATH 1xxx
Language and Literacy
Linguistics
CI 3610 - Linguistics for Teachers [SOCS] (3.0 cr)
or ENGL 3601 - Analysis of the English Language (4.0 cr)
or LING 3001 - Introduction to Linguistics [SOCS] (4.0 cr)
Literacy
CI 3401W - Diversity in Children's Literature [WI] (3.0 cr)
CI 5413 - Foundations of Reading (3.0 cr)
CI 5414 - Practicum: Working With Developing Readers (2.0 cr)
Early and Elementary Education
This sub-plan is for majors who intend to go on to the MEd program and be recommended for licensure in both early childhood education and elementary education.
Elementary Education Courses
CI 3211 - Introduction to Elementary Teaching (3.0 cr)
CI 3212 - Practicum: Elementary Teaching (2.0 cr)
Foundation Courses
CI 5307 - Technology for Teaching and Learning (1.5 cr)
OLPD 5009 - Human Relations: Applied Skills for School and Society (1.0 cr)
Cognition Course
Choose one.
EPSY 3119 - Learning, Cognition, and Assessment (3.0 cr)
or EPSY 5001 - Learning, Cognition, and Assessment (3.0 cr)
Math Foundations
Choose one. If choosing MATH 1XXX, any course except Math 1001.
CI 1806 - College Algebra through Modeling [MATH] (3.0 cr)
or MATH 1xxx
Linguistics
CI 3610 - Linguistics for Teachers [SOCS] (3.0 cr)
or ENGL 3601 - Analysis of the English Language (4.0 cr)
or LING 3001 - Introduction to Linguistics [SOCS] (4.0 cr)
Literacy
CI 3401W - Diversity in Children's Literature [WI] (3.0 cr)
CI 5413 - Foundations of Reading (3.0 cr)
CI 5414 - Practicum: Working With Developing Readers (2.0 cr)
Teaching Math, Arts, and Phy Ed
CI 3001 - Engaged Arts Learning in Elementary Classrooms (2.0 cr)
KIN 3327 - Teaching Physical Education in the Elementary School (2.0 cr)
MTHE 3101 - Mathematics and Pedagogy for Elementary Teachers I (3.0 cr)
MTHE 3102 - Mathematics and Pedagogy for Elementary Teachers II (3.0 cr)
Content Area Courses
One course from each category below is required. Courses below would ideally be selected to meet both liberal education and major requirements, to maximize efficiency. Specific courses listed below have been approved to meet both requirements, but other options are also possible so students should work with the department advisor. Course content would ideally be broad enough within the respective area to prepare for eventual licensure exams.
Physics with a Lab
Recommended courses below - other courses may satisfy this requirement. Check with your advisor.
CI 1563 - Physics by Inquiry [PHYS] (4.0 cr)
or SLHS 1301W - The Physics and Biology of the Voice [PHYS, WI] (4.0 cr)
or PHYS 3071W - Laboratory-Based Physics for Teachers [PHYS, WI] (4.0 cr)
or PHYS 1101W - Introductory College Physics I [PHYS, WI] (4.0 cr)
Earth or Planet Science with Lab
Recommended courses below - other courses may satisfy this requirement. Check with your advisor.
ESCI 1001 - Earth and Its Environments [PHYS, ENV] (4.0 cr)
or AST 1001 - Exploring the Universe [PHYS, ENV] (4.0 cr)
or ESPM 1425 - Introduction to Weather and Climate [PHYS, ENV] (4.0 cr)
or ESCI 1006 - Oceanography [PHYS, ENV] (4.0 cr)
Biological Science with Lab
Recommended courses are below. Could be fulfilled with any course that meets the Biological Science with Lab lib ed requirement.
BIOL 1001 - Introductory Biology: Evolutionary and Ecological Perspectives [BIOL] (4.0 cr)
or BIOL 1003 - Evolution and Biology of Sex [BIOL] (4.0 cr)
or BIOL 1012 - Human Biology: Concepts and Current Ethical Issues [BIOL, CIV] (4.0 cr)
or ANTH 1001 - Human Evolution [BIOL] (4.0 cr)
or BIOL 1xxx
History
Recommended courses are below. Could be fulfilled with any course that meets the History Lib Ed. Note that licensure testing will include world, US, and Minnesota history.
AMIN 1003 - American Indians in Minnesota [HIS, DSJ] (3.0 cr)
or AMST 2011 - The United States since September 11 [CIV, HIS] (3.0 cr)
or HIST 1301W - Authority and Rebellion: American History to 1865 [HIS, DSJ, WI] (4.0 cr)
or HIST 1031W - Europe and the World: Expansion, Encounter, and Exchange to 1500 [HIS, GP, WI] (4.0 cr)
Additional Social Science
Recommended courses are below. Could be fulfilled with any course that meets the Social Science Lib Ed, with the EXCEPTION of courses from PSY, CPSY, or EPSY.
GEOG 1301W - Our Globalizing World [SOCS, GP, WI] (3.0 cr)
or GEOG 1372 - Geography of Global Cities [SOCS, GP] (3.0 cr)
or FSOS 1211 - An Interdisciplinary Look at the Family in Multicultural America [DSJ, SOCS] (4.0 cr)
or FSOS 3102 - Family Systems and Diversity [SOCS, DSJ] (3.0 cr)
or ANTH 1003W - Understanding Cultures [SOCS, GP, WI] (4.0 cr)
or SOC 1001 - Introduction to Sociology [SOCS, DSJ] (4.0 cr)
Individualized Studies
This sub-plan is for students who do not wish to go on to early childhood education teacher licensure via the MEd in early childhood education/initial licensure program.
Students will develop a Supporting Program to complement the major, consisting of at least 15 credits in consultation with the major advisor. Students must submit a program proposal during their first semester in the major to indicate these plans and interests. Recommended areas of study and/or formal minors may include: child psychology, culture and teaching, English as a second language education, second language, family social science, applied psychology in educational and community settings, leadership, business, or public policy.
Supporting program options
These courses will be individually planned with the major advisor, via a program proposal document. Courses may not count in both the required core area and the individualized supporting area. Options below are only suggestions; many more courses are possible, per the proposal.
Take 15 or more credit(s) from the following:
· CPSY 3xxx
· CPSY 4xxx
· SW 2xxx
· SW 3xxx
· FSOS 2xxx
· FSOS 3xxx
· FSOS 4xxx
· EPSY 2xxx
· EPSY 3xxx
· EPSY 5xxx
· YOST 2xxx
· YOST 3xxx
· YOST 4xxx
· OLPD 3xxx
· OLPD 4xxx
· CI 3xxx
· CI 4xxx
· CI 5xxx
· REC 3xxx
· KIN 3xxx
· KIN 4xxx
· ASL 3xxx
· SPAN 3xxx
· SLHS 3xxx
· SLHS 4xxx
· PSY 3xxx
· PSY 4xxx
· JOUR 3xxx
· JOUR 4xxx
· COMM 3xxx
· COMM 4xxx
· SOC 3xxx
· SOC 4xxx
· PUBH 3xxx
· PA 3xxx
· PA 4xxx
 
More program views..
View college catalog(s):
· College of Education and Human Development

View sample plan(s):
· Early Childhood
· Foundations of Education Track
· Early and Elementary Education
· Individualized Studies

View checkpoint chart:
· Early Childhood B.S.
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EDHD 1525W - CEHD First Year Experience (WI)
Credits: 4.0 [max 4.0]
Course Equivalencies: EDHD1525V/EDHD1525W/PSTL 1525V
Grading Basis: A-F only
Typically offered: Every Fall & Spring
Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing.
CPSY 2301 - Introduction to Child Psychology (SOCS)
Credits: 4.0 [max 4.0]
Course Equivalencies: CPsy 2301/CPsy 3301
Typically offered: Every Fall & Spring
This course will examine normative physical, social, and cognitive development from the prenatal period through adolescence. The major goals include fostering an understanding of the usefulness of a developmental approach to psychological issues, familiarizing students with current research and methodology in child psychology, and engaging students in the experiences of developmental psychology through observation and analysis of child behavior. PSY majors should take the cross-listed course CPSY 3301.
CPSY 4331 - Social and Personality Development
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Development of social relations and personality; research, methodology, and contrasting theoretical perspectives. Survey of findings on interpersonal relationships, the concept of self, prosocial and antisocial behavior, and acquisition of social roles. prereq: CPSY 2301 / 3301 or equiv
CPSY 4343 - Cognitive Development
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Introduction to the scientific study of cognitive development (children's thinking) from infancy through adolescence. Focus on research and practical applications. Specific topic areas include infant perception and cognition, attention and memory development, language and symbolic thinking, social cognition, executive function. prereq: CPSY 2301 or 3301 or equivalent
CPSY 5241 - Practicum in Early Childhood Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
This course offers a great introduction to the early childhood experience for those interested in working with young children. Helpful first course to explore Early Childhood major (can also count in CPSY BA). Students will review early development and learn how this knowledge is applied in educational and early care settings. Spend time observing early childhood programs through practicum experiences around the city.
CPSY 5251W - Social and Philosophical Foundations of Early Childhood Education (WI)
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course traces the history of early childhood education from Plato to the present, as well as explores various program models and the standards movement, including the Minnesota Early Learning Indicators. The course includes lecture, discussion, videos and vignettes, assignments, and requires students to begin developing a personal teaching philosophy. It is also a writing intensive course which incorporates writing instruction and professional writing expectations throughout all course assignments and activities.
CPSY 5252 - Facilitating Social and Emotional Learning in Early Childhood Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
This course explores social and emotional development throughout the early childhood (0-8) years. Explore the variety of ways that social interactions and emotional understanding occur in young children with a special emphasis on the role of adults in facilitating these processes. Students will encounter a blend of theory and application as they learn to promote children's mental health, understand special circumstances such as trauma, and respond to challenging behaviors across early learning settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.
CPSY 5253 - Facilitating Cognitive and Language Learning in Early Childhood Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This is a required methods course for students in the Early Childhood Education major (Licensure and Individualized-Studies Tracks) and the Early Childhood Education Initial Licensure Program. It is intended to prepare students to work with and teach typically and non-typically developing children from birth to age 8. Through lecture, videos, small group projects, hands-on exploration of materials and actual implementation of course principles with children, students will practice and learn to: -carefully observe children to identify their individual learning characteristics. -assess children?s developmental characteristics in the cognitive and language domains. -plan relevant and appropriate curriculum to foster growth and development in the areas of cognition, language, and literacy. -write goals and lesson plans focusing on the curriculum areas of math, science, language and literacy. -document and reflect on children?s learning and development. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.
CPSY 5254 - Facilitating Creative and Motor Learning in Early Childhood Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Spring
Learn how young children develop creativity and motor skills from birth - age 8. Engage in hands-on exploration of creative classroom materials and reflection. Complete action-oriented and applied assignments with small groups of children in early childhood education settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood and ECSE students.
EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.
CPSY 5281 - Student Teaching in Early Childhood Education
Credits: 6.0 -8.0 [max 8.0]
Grading Basis: S-N or Aud
Typically offered: Every Fall & Spring
Student teaching plus weekly seminar for students pursuing the Early Childhood teaching licensure. Application of theory/research relating to teaching preschool children. Student teach either 5 mornings per week (7:45-12:30) for 8 credits or 3 afternoons per week (11:45-4:30) for 6 credits. In addition, ALL students participate in weekly (Fridays 12:30-2) seminars. Prereq: Early Childhood or ECSE student plus successful completion of CPSY 5241, 5252, 5253, and 5254.
CPSY 5251W - Social and Philosophical Foundations of Early Childhood Education (WI)
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall
This course traces the history of early childhood education from Plato to the present, as well as explores various program models and the standards movement, including the Minnesota Early Learning Indicators. The course includes lecture, discussion, videos and vignettes, assignments, and requires students to begin developing a personal teaching philosophy. It is also a writing intensive course which incorporates writing instruction and professional writing expectations throughout all course assignments and activities.
CI 3211 - Introduction to Elementary Teaching
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
Classroom management, instructional planning, working with families in elementary classroom. Assigned readings, lectures, classroom activities, assignments. prereq: [Elementary ed or early childhood ed foundations major], concurrent practicum experience
CI 3212 - Practicum: Elementary Teaching
Credits: 2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field-based practicum. Students apply learning from their University courses to elementary school setting, connecting theory, research, and practice. prereq: concurrent registration is required (or allowed) in 5111, [elementary education foundations or early childhood foundations] major
CI 5307 - Technology for Teaching and Learning
Credits: 1.5 [max 1.5]
Prerequisites: [MEd/initial licensure or CLA music ed major or preteaching major or #], basic computer skills
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
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. prereq: [MEd/initial licensure or CLA music ed major or preteaching major or instr consent], basic computer skills
OLPD 5009 - Human Relations: Applied Skills for School and Society
Credits: 1.0 [max 1.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Issues of prejudice/discrimination in terms of history, power, social perception. Knowledge/skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, leadership, judgment/decision making, prejudice reduction, conflict resolution, teaching in diverse educational settings. prereq: MEd/init lic or CLA music ed or preteaching or instr consent
EPSY 3119 - Learning, Cognition, and Assessment
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3119/EdHD 5001
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Principles of learning, cognition, cognitive development, classroom management, motivation, instruction, and assessment. Topics: behaviorism, cognitive and social constructivism, human information processing theory, intelligence, knowledge acquisition, reasoning skills, scholastic achievement, standardized testing, reliability, validity, student evaluation, performance assessment, and portfolios.
EPSY 5001 - Learning, Cognition, and Assessment
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3119/EdHD 5001
Typically offered: Every Fall, Spring & Summer
Principles of learning, cognition, cognitive development, classroom management, motivation, instruction, assessment. Behaviorism, cognitive/social constructivism, human information processing theory. Intelligence, knowledge acquisition, reasoning skills, scholastic achievement, standardized testing, reliability/validity, student evaluation, performance assessment, portfolios, demonstrations. Applications to instruction/organization of curricular materials. prereq: MEd/initial licensure student or CLA music ed or preteaching major or instr consent; psych course recommended
CI 1806 - College Algebra through Modeling (MATH)
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 1806/Math 1031
Typically offered: Every Fall, Spring & Summer
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. prereq: Three yrs high school math or grade of at least C+ in PsTL 0731 or PsTL 0732 or CI 0832 or placement test score or instr consent
CI 3610 - Linguistics for Teachers (SOCS)
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically 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.
ENGL 3601 - Analysis of the English Language
Credits: 4.0 [max 4.0]
Typically offered: Every Fall, Spring & Summer
Introduction to structure of English. Phonetics, phonology, morphology, syntax, semantics. pragmatics. Language variation/usage.
LING 3001 - Introduction to Linguistics (SOCS)
Credits: 4.0 [max 4.0]
Course Equivalencies: Ling 3001/3001H/5001
Typically offered: Every Fall, Spring & Summer
The ability to acquire and use language is a biological trait of the human species. This capacity for language manifests itself as thousands of particular languages spoken around the world in communities large and small. But what is language? What does it mean for a human to ?know? a particular language? How do children acquire this knowledge? How do we use language to communicate? These are some of the important questions addressed by the field of linguistics, the scientific study of the human capacity for language in its physiological, cognitive, historical, and social manifestations. This course introduces some of the essential findings of linguistics: first and foremost, that all varieties of all languages are intricately structured at multiple distinct but related levels. Second, that this intricate structure can be described in terms that are not only precise, but which apply to all human languages. We will work to replicate some of these findings by deploying simple analytical methods on data from a variety of languages. These methods allow us to answer questions about the different structural components of language: phonology (how do speech sounds pattern?), morphology (what are possible words and how are they built?), and syntax (what is the hierarchical structure underlying sequences of words?). In all instances these methods require that we pay attention to basic notions of semantics, from which more complex conceptions of meaning will emerge. Having characterized language as an intricately-structured system of knowledge, we will then possess the tools to ask a number of additional questions about language and cognition. How does such complex knowledge play into the actual task of sentence production or comprehension? What do we know about the neural implementation of this knowledge in human brains? How does child language acquisition proceed, and what makes it so much more robust than language acquisition later in life? Do animals have languages of their own? Can they learn human languages? Finally, we will turn our attention to variation in language patterns observed over the passage of time, across geographical space, and within social systems. How and why do languages change over historical time? What can we know about languages spoken before the invention of writing? What distinctions exist between languages spoken in different places, and how can we tell whether similarities are due to genealogical relationships? How do new languages emerge? How do languages disappear? How does language use vary between individuals from the same place or the same community? How do socioeconomic class, ethnicity, and gender relate to the linguistic behavior of individuals? How does language policy affect educational outcomes? What about social cohesion and conflict? Although we will find that most of these questions lack definitive answers, we will develop an understanding of what it takes to ask them meaningfully and precisely. In particular, we will be able to eliminate false or misleading answers, especially when they fail to take into account the observable and describable properties of the human capacity for language.
CI 3401W - Diversity in Children's Literature (WI)
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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 5413 - Foundations of Reading
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Reading processes, development of readers. Assessment and tutoring of individual children in reading and other literacy practices. prereq: CI 3610 and concurrent registration with CI 5414
CI 5414 - Practicum: Working With Developing Readers
Credits: 2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field-based practicum. Students apply learning from their University course to working with developing readers. Instructor provides specific assignment. prereq: CI 3610 and concurrent registration with CI 5413 required; elementary education foundations major
CI 3211 - Introduction to Elementary Teaching
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
Classroom management, instructional planning, working with families in elementary classroom. Assigned readings, lectures, classroom activities, assignments. prereq: [Elementary ed or early childhood ed foundations major], concurrent practicum experience
CI 3212 - Practicum: Elementary Teaching
Credits: 2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field-based practicum. Students apply learning from their University courses to elementary school setting, connecting theory, research, and practice. prereq: concurrent registration is required (or allowed) in 5111, [elementary education foundations or early childhood foundations] major
CI 5307 - Technology for Teaching and Learning
Credits: 1.5 [max 1.5]
Prerequisites: [MEd/initial licensure or CLA music ed major or preteaching major or #], basic computer skills
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
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. prereq: [MEd/initial licensure or CLA music ed major or preteaching major or instr consent], basic computer skills
OLPD 5009 - Human Relations: Applied Skills for School and Society
Credits: 1.0 [max 1.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Issues of prejudice/discrimination in terms of history, power, social perception. Knowledge/skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, leadership, judgment/decision making, prejudice reduction, conflict resolution, teaching in diverse educational settings. prereq: MEd/init lic or CLA music ed or preteaching or instr consent
EPSY 3119 - Learning, Cognition, and Assessment
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3119/EdHD 5001
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Principles of learning, cognition, cognitive development, classroom management, motivation, instruction, and assessment. Topics: behaviorism, cognitive and social constructivism, human information processing theory, intelligence, knowledge acquisition, reasoning skills, scholastic achievement, standardized testing, reliability, validity, student evaluation, performance assessment, and portfolios.
EPSY 5001 - Learning, Cognition, and Assessment
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3119/EdHD 5001
Typically offered: Every Fall, Spring & Summer
Principles of learning, cognition, cognitive development, classroom management, motivation, instruction, assessment. Behaviorism, cognitive/social constructivism, human information processing theory. Intelligence, knowledge acquisition, reasoning skills, scholastic achievement, standardized testing, reliability/validity, student evaluation, performance assessment, portfolios, demonstrations. Applications to instruction/organization of curricular materials. prereq: MEd/initial licensure student or CLA music ed or preteaching major or instr consent; psych course recommended
CI 1806 - College Algebra through Modeling (MATH)
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 1806/Math 1031
Typically offered: Every Fall, Spring & Summer
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. prereq: Three yrs high school math or grade of at least C+ in PsTL 0731 or PsTL 0732 or CI 0832 or placement test score or instr consent
CI 3610 - Linguistics for Teachers (SOCS)
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically 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.
ENGL 3601 - Analysis of the English Language
Credits: 4.0 [max 4.0]
Typically offered: Every Fall, Spring & Summer
Introduction to structure of English. Phonetics, phonology, morphology, syntax, semantics. pragmatics. Language variation/usage.
LING 3001 - Introduction to Linguistics (SOCS)
Credits: 4.0 [max 4.0]
Course Equivalencies: Ling 3001/3001H/5001
Typically offered: Every Fall, Spring & Summer
The ability to acquire and use language is a biological trait of the human species. This capacity for language manifests itself as thousands of particular languages spoken around the world in communities large and small. But what is language? What does it mean for a human to ?know? a particular language? How do children acquire this knowledge? How do we use language to communicate? These are some of the important questions addressed by the field of linguistics, the scientific study of the human capacity for language in its physiological, cognitive, historical, and social manifestations. This course introduces some of the essential findings of linguistics: first and foremost, that all varieties of all languages are intricately structured at multiple distinct but related levels. Second, that this intricate structure can be described in terms that are not only precise, but which apply to all human languages. We will work to replicate some of these findings by deploying simple analytical methods on data from a variety of languages. These methods allow us to answer questions about the different structural components of language: phonology (how do speech sounds pattern?), morphology (what are possible words and how are they built?), and syntax (what is the hierarchical structure underlying sequences of words?). In all instances these methods require that we pay attention to basic notions of semantics, from which more complex conceptions of meaning will emerge. Having characterized language as an intricately-structured system of knowledge, we will then possess the tools to ask a number of additional questions about language and cognition. How does such complex knowledge play into the actual task of sentence production or comprehension? What do we know about the neural implementation of this knowledge in human brains? How does child language acquisition proceed, and what makes it so much more robust than language acquisition later in life? Do animals have languages of their own? Can they learn human languages? Finally, we will turn our attention to variation in language patterns observed over the passage of time, across geographical space, and within social systems. How and why do languages change over historical time? What can we know about languages spoken before the invention of writing? What distinctions exist between languages spoken in different places, and how can we tell whether similarities are due to genealogical relationships? How do new languages emerge? How do languages disappear? How does language use vary between individuals from the same place or the same community? How do socioeconomic class, ethnicity, and gender relate to the linguistic behavior of individuals? How does language policy affect educational outcomes? What about social cohesion and conflict? Although we will find that most of these questions lack definitive answers, we will develop an understanding of what it takes to ask them meaningfully and precisely. In particular, we will be able to eliminate false or misleading answers, especially when they fail to take into account the observable and describable properties of the human capacity for language.
CI 3401W - Diversity in Children's Literature (WI)
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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 5413 - Foundations of Reading
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Reading processes, development of readers. Assessment and tutoring of individual children in reading and other literacy practices. prereq: CI 3610 and concurrent registration with CI 5414
CI 5414 - Practicum: Working With Developing Readers
Credits: 2.0 [max 2.0]
Grading Basis: S-N only
Typically offered: Every Fall & Spring
Field-based practicum. Students apply learning from their University course to working with developing readers. Instructor provides specific assignment. prereq: CI 3610 and concurrent registration with CI 5413 required; elementary education foundations major
CI 3001 - Engaged Arts Learning in Elementary Classrooms
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Introduction to pictorial expression, design, and the function of art in the social environment.
KIN 3327 - Teaching Physical Education in the Elementary School
Credits: 2.0 [max 2.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
KIN 3327 addresses inquiry, research, and reflection through class projects, reading assignments, discussions, and team-teaching. Inquiry is addressed as classroom teachers review several sources in order to formulate a philosophy about physical education and its importance in the lives of the students they teach. Research takes place as students delve into current curriculum practices, methodology and strategies as well as knowledge of age level characteristics and developmentally appropriate activities. Reflection is twofold as student?s team-teach a variety of lessons. Students must present post reflective comments on their own teaching as well as offering positive comment as peers present physical education lessons. This course is activity based and is designed to give the classroom teacher the ability to teach elementary physical education with age appropriate, energizing activities. We will be utilizing the classroom and the gymnasium for instruction and team-teaching. Gymnasium classes will be active, experiencing current curriculum ideas and methodology. As classroom teachers, please realize the importance of physical education to the total school curriculum including the health, social, and emotional benefits for the child.
MTHE 3101 - Mathematics and Pedagogy for Elementary Teachers I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Math content knowledge of K-6 in an environment modeling pedagogy for future implementation. Integrated content/methods. Problem solving, connections, communication, reasoning, representation. Functions, proportionality, number, numeration. prereq: [College algebra, elementary FOE or Early Childhood student, jr status or above] or instr consent
MTHE 3102 - Mathematics and Pedagogy for Elementary Teachers II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Math content knowledge of K-6 in an environment modeling pedagogy for future implementation. Integrated content/methods. Problem solving, connections, communication, reasoning, representation. Geometry, measurement, probability, statistics. prereq: 3101, college algebra
CI 1563 - Physics by Inquiry (PHYS)
Credits: 4.0 [max 4.0]
Typically offered: Every Fall & Spring
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.
SLHS 1301W - The Physics and Biology of the Voice (PHYS, WI)
Credits: 4.0 [max 4.0]
Course Equivalencies: SLHS 1301W/SLHS 1301V
Typically offered: Every Fall & Spring
The goal of this course is to provide students with a background of the core physical, linguistic, and perceptual concepts related to speech. This course talks about the acoustics of speech as well as the main principles that are used to describe articulation and phonetics. We will examine the aerodynamic and acoustic principles that underlie sound production. The course also covers basics of auditory perception and how computers can be used to analyze and manipulate speech. Through an emphasis on physical analysis grounded in scientific principles, this course satisfies the university's physical sciences with laboratory liberal education requirement.
PHYS 3071W - Laboratory-Based Physics for Teachers (PHYS, WI)
Credits: 4.0 [max 4.0]
Typically offered: Every Fall & Spring
Laboratory-based introductory physics. Topics selected to apply to elementary school curriculum: earth's motion, properties of matter, heat and temperature, kinematics, and electric current. prereq: College algebra; no credit for CSE students or students who have completed PHYS 1201/1202, PHYS 1301/1301, PHYS 1401/1402, or PHYS 1501/1502.
PHYS 1101W - Introductory College Physics I (PHYS, WI)
Credits: 4.0 [max 4.0]
Course Equivalencies: Phys 1101W/Phys 1107
Typically offered: Every Fall & Spring
Fundamental principles of physics in the context of everyday world. Use of kinematics/dynamics principles and quantitative/qualitative problem solving techniques to understand natural phenomena. Lecture, recitation, lab. prereq: High school algebra, plane geometry, trigonometry; primarily for students interested in technical areas
ESCI 1001 - Earth and Its Environments (PHYS, ENV)
Credits: 4.0 [max 4.0]
Course Equivalencies: ESci 1001/ESci 1101/ESci 1005/
Typically offered: Every Fall, Spring & Summer
Physical processes that shape the Earth: volcanoes, earthquakes, plate tectonics, glaciers, rivers. Current environmental issues/global change. Lecture/lab. Optional field experience.
AST 1001 - Exploring the Universe (PHYS, ENV)
Credits: 4.0 [max 4.0]
Course Equivalencies: Ast 1001/Ast 1005/Ast 1011H
Typically offered: Every Fall, Spring & Summer
The human place in the Universe. Study of Earth, other planets, sun, stars, galaxies. Background and fragility of life on Earth. Scale, origin, history of universe and our relationship to it.
ESPM 1425 - Introduction to Weather and Climate (PHYS, ENV)
Credits: 4.0 [max 4.0]
Course Equivalencies: ESPM 1425/Geog 1425
Typically offered: Every Fall & Spring
A pre-calculus introduction to the nature of the atmosphere and its behavior. Topics covered include atmospheric composition, structure, stability, and motion; precipitation processes, air masses, fronts, cyclones, and anticyclones; general weather patterns; meteorological instruments and observation; weather map analysis; and weather forecasting.
ESCI 1006 - Oceanography (PHYS, ENV)
Credits: 4.0 [max 4.0]
Course Equivalencies: ESci 1006/ESci 1106
Typically offered: Every Fall
How various processes in the ocean interact. Marine biology, waves, tides, chemical oceanography, marine geology, and human interaction with the sea. Labs include study of live marine invertebrates, manipulation of oceanographic data, and discussion using videos showing unique aspects of ocean research.
BIOL 1001 - Introductory Biology: Evolutionary and Ecological Perspectives (BIOL)
Credits: 4.0 [max 4.0]
Course Equivalencies: Biol 1001/Biol 1001H/Biol 1003
Typically offered: Every Fall & Spring
A one-semester exploration of the genetic, evolutionary, and ecological processes that govern biological diversity from populations to ecosystems. We explore how these processes influence human evolution, health, population growth, and conservation. We also consider how the scientific method informs our understanding of biological processes. Lab. This course is oriented towards non-majors and does not fulfill prerequisites for allied health grad programs.
BIOL 1003 - Evolution and Biology of Sex (BIOL)
Credits: 4.0 [max 4.0]
Course Equivalencies: Biol 1001/Biol 1001H/Biol 1003
Typically offered: Every Fall & Spring
This course is designed as a one-semester exploration of biology from the standpoint of the evolution and biology of sex. It emphasizes scientific processes, evolution, sexual behavior, reproductive biology, and diversity with respect to sexual orientation, reproductive strategies, and gender identity. Lab activities complement these topics. This course does not fulfill prerequisites for allied health grad programs.
BIOL 1012 - Human Biology: Concepts and Current Ethical Issues (BIOL, CIV)
Credits: 4.0 [max 4.0]
Course Equivalencies: Biol 1010/Biol 1015/PSTL 1135
Typically offered: Every Fall & Spring
One semester exploration of human anatomy and physiology within the context of ethics; topics such as human genetic diversity, organs and tissues, disease and reproduction. Weekly policy debates. Active learning format. Animal dissections required. Suitable for students in any major. Does not fulfill prerequisites for allied health grad programs. This course explores several interdisciplinary questions, each of which addresses biology through an ethical and societal lens. In ?What makes humans unique?? we will consider the evolution of human traits, how the concept of race relates to human genetic diversity, and the fallibility of human memories. In ?How does blood and organ donation work?? we will examine how our bodies can recognize and respond to foreign materials, how vaccines work, and who should have access to life saving tissue and organ transplants. In ?How do stress, diet and exercise affect health?? we will consider disparities in access to adequate nutrition, exposure to stress, and exercise, and how these affect our bodies and our mental health. Lastly, in ?How does a unique individual develop from a single cell? we will examine how a single cell develops into a fully functional human being, and how similar processes lead to cancer. We will also consider the role of genes and hormones in human reproduction and the development of reproductive structures in embryos, while explicitly addressing the ethics of the distinctions between the concepts of sex characteristics, sex assigned at birth, and gender. We will learn how a cell can become cancerous, as well as how a cell develops into a fully functioning human being. Additionally, we will consider the role of hormones in the development of male, female, and intersex organs, while being explicit about the differences between gender, sexual orientation, and sex assigned at birth. In lecture, instructors and teaching assistants will support students as they evaluate data and work through concepts in teams. Students will also dedicate significant time to the consideration of ethical questions in human biology, and work with teammates to organize and present a position on a policy related to an ethics question. In lab, students will further explore human anatomy and physiology, connecting structure and function through several dissections and activities. Students will read and share scientific papers, make observations, design experiments and analyze data. Students will work in teams to complete a multi-week project on the physiology of stress. We will continue our exploration of ethics topics in lab, where we will discuss and apply ethics in human subjects research and research on non-human animals. About ? of the course grade will be based on four traditional lecture exams and a final lab exam. The remainder of the course grade is comprised of open notes quizzes, in class team assignments, individual assignments, and team projects. Course grading is based on mastery of concepts and skills, and students are encouraged to collaborate in understanding course material.
ANTH 1001 - Human Evolution (BIOL)
Credits: 4.0 [max 4.0]
Typically offered: Every Fall, Spring & Summer
What does it mean to be human? This question, central to the discipline of anthropology, has provided inspiration to scientists, philosophers, and artists for many centuries. In this course, we will begin to answer this question using the scientific study of the biological and cultural evolution of the human lineage. The first half of the term will introduce you to basic concepts in evolutionary theory: natural selection, genetics, behavioral ecology, and comparative anatomy. Using these tools, we will then spend the rest of the semester reconstructing the ecology, diet, anatomy, and behavior of our early ancestors, from the first apes to walk on two legs to the modern humans that conquered the globe. Weekly readings and lectures will provide the theoretical framework for understanding the evolutionary biology of Homo sapiens; laboratory sections will give you an opportunity to apply these theories and evaluate the fossil evidence for yourself. Through this combined approach, we will tackle such important questions as: What features define the human lineage? In what ecological setting did our ancestors become bipedal? What role did global climate change play in our evolution? How did tool use and cultural evolution feedback into our biological evolution? When and where did modern humans originate and what behaviors characterized this emergence? Why were there many species of humans in the past but only one today? Why is it important for the future of humanity for the average citizen to understand the principles of evolution as applied to the human animal? Upon completion of this course, you will have a broad knowledge of the role biological anthropology plays within the discipline of anthropology. More importantly, however, you will acquire a better understanding of the biological heritage of our species and our place among other forms of life on our planet.
AMIN 1003 - American Indians in Minnesota (HIS, DSJ)
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
History, culture, and lived experience of American Indian people in Minnesota. Self-representation and histories of Anishinaabe (Ojibwe) and Dakota peoples through film, music, oral traditions, and written texts. Work by non-Indian scholars focuses on cultural, philosophical, and linguistic perspectives of Anishinaabe and Dakota peoples.
AMST 2011 - The United States since September 11 (CIV, HIS)
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
How American citizenship and nationhood have changed since 9/11. The event and its aftermath in historical perspective. Political, economic, and military antecedents. How 9/11 has changed relations between the U.S. government, U.S. citizens, immigrants, and international community. How 9/11 has been remembered.
HIST 1301W - Authority and Rebellion: American History to 1865 (HIS, DSJ, WI)
Credits: 4.0 [max 4.0]
Course Equivalencies: Hist 1301W/1301V/1307
Typically offered: Every Fall
Conflict/change, from colonial era through Civil War. colonization/resistance, slavery, nation-building, westward expansion, gender roles, religion, reform, race/ethnicity, immigration, industrialization, class relations. Students use primary sources, historical scholarship. prereq: Fr or soph or non-hist major
HIST 1031W - Europe and the World: Expansion, Encounter, and Exchange to 1500 (HIS, GP, WI)
Credits: 4.0 [max 4.0]
Course Equivalencies: Hist 1026/1031W/1031V
Typically offered: Every Fall
Europe, from Hammurabi to Columbus. Heyday of ancient Near East, Late Middle Ages. Culture, European interactions with wider world through religion, conquest, and trade. Beginning of the age of discoveries. prereq: Fr or soph or non-hist major
GEOG 1301W - Our Globalizing World (SOCS, GP, WI)
Credits: 3.0 [max 3.0]
Course Equivalencies: Geog 1301W/Geog 1301V
Typically offered: Every Fall, Spring & Summer
Introduction to geographical understandings of globalization and of connections/differences between places.
GEOG 1372 - Geography of Global Cities (SOCS, GP)
Credits: 3.0 [max 3.0]
Course Equivalencies: Geog 1372/GloS 1672
Typically offered: Every Fall
Urban forms/processes. Uses key global cities as examples. Political, historical, and economic contexts of cities. Planning ideologies. Globalization. Race/segregation. Population growth. Environmental problems. Current issues in global urbanization.
FSOS 1211 - An Interdisciplinary Look at the Family in Multicultural America (DSJ, SOCS)
Credits: 4.0 [max 4.0]
Course Equivalencies: FSoS 1211/PsTL 1211
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
This course is designed as an introduction to multicultural families using an ecological lens. The institution of the family is recognized globally as a basic unit of a society that produces, develops, socializes, and launches the next generation of its citizenry. This course will focus on families in contemporary America, a society that has grown increasingly diverse, and faces many complex challenges in today?s global environment. Using a human ecological lens allows us to examine families in their nested and interdependent environments--how individuals shape and are shaped by families, their human built environments, their socio-cultural environments, and their natural-physical environments. This is a service learning class.
FSOS 3102 - Family Systems and Diversity (SOCS, DSJ)
Credits: 3.0 [max 3.0]
Course Equivalencies: FSoS 3102/FSOS 5101
Typically offered: Every Fall, Spring & Summer
Family systems/theories applied to dynamics/processes relevant to family life. Diversity issues related to gender, ethnicity, sexual orientation, and disability. Divorce, single parenthood, remarriage. Family strengths/problems. prereq: At least soph or instr consent
ANTH 1003W - Understanding Cultures (SOCS, GP, WI)
Credits: 4.0 [max 4.0]
Course Equivalencies: Anth 1003W/Anth 1003V
Typically offered: Every Fall & Spring
Introduction to social and cultural anthropology. Comparative study of societies and cultures around the world. Topics include adaptive strategies; economic processes; kinship, marriage, and gender; social stratification; politics and conflicts; religion and ritual; personality and culture.
SOC 1001 - Introduction to Sociology (SOCS, DSJ)
Credits: 4.0 [max 4.0]
Course Equivalencies: Soc 1001/Soc 1011V/Soc 1012W
Typically offered: Every Fall, Spring & Summer
This course is designed to introduce you to the study of society and what sociologists call the "sociological imagination:" a way of viewing the events, relationships and social phenomena that shape our individual lives and much of our collective experience. Through the course we will examine some of the central concepts and problems that have preoccupied both classical and contemporary sociologists and gain a sense of how the sociological imagination can illuminate the social forces that have a concrete impact on our everyday lives. Throughout the course you will be asked to consider the ways in which society affects your life, and how you, in turn, affect society. prereq: Soc Majors/Minors must register A-F