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

The course introduces students to applied psychology as a discipline and reviews fundamental principles of psychology through the lenses of applied and professional areas that are the foci of CEHD majors. Specifically, through the lenses of education, we review principles of learning, memory, development, intelligence, and interventions; through the lenses of health and wellness, we review personality, biological, social, and cognitive bases of normal and abnormal behavior, as well as treatments; and, through the lenses of business and organizations, we review principles of motivation, sensation perception, and social behavior. Thus, these psychological principles are considered theoretically, empirically, and through examples for application, with lab discussions and projects emphasizing education, business, health and wellness. The course serves as a foundation for future coursework in education, health sciences, and psychology, and is consistent with the APA’s public education effort to demonstrate how the science and application of psychology benefits society and improves lives.

Scientific study of human behavior. Problems, methods, findings of modern psychology.

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

This class is an introduction to differential calculus: instantaneous rates of change, derivative graphs and formulas, multivariate scenarios, partial derivatives and integration. Applications focus on analyzing change in social science scenarios such as gentrification and racial disparities in housing using authentic Minnesota data. Prerequisites: four years high school math OR grade of at least B+ in CI 0832 or PSTL 0732 OR placement test score OR instructor consent.

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions, with applications; inverses and compositions of functions; exponential and logarithmic functions with applications; basic probability rules, conditional probabilities, binomial probabilities. prereq: 3 yrs high school math or satisfactory score on placement exam or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

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.

Physical processes that shape the Earth: volcanoes, earthquakes, plate tectonics, glaciers, rivers. Current environmental issues/global change. Lecture/lab. Optional field experience.

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.

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. prereq: CEHD student, honors, 1st-term fr

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

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

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

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 developmental 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.

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

Field-based experience. Students apply learning from their University courses to elementary school setting, connecting theory, research, and practice. prereq: concurrent registration is required CI 3211, [elementary education foundations or early childhood foundations] major

In this course, you will learn about: Theories of child development and how they relate to approaches to instruction; Behaviorist, cognitive, and social cognitive learning theories; Approaches to instruction and assessment (teacher-centered vs. student-centered vs. assessment-centered); and Issues related to assessment and measuring student learning (validity, reliability, interpretation, etc.) by participating in assessment design (traditional, performance, formative) and interpretation.

This course will provide students with the tools for becoming an effective teacher, by underlining and exploring certain areas of the field of pedagogy. Major topics include: • Exploring the field of teaching foreign languages (with focus on English as a Foreign Language) • Underlying principles related to how teachers learn to teach • Pedagogical theories • Personal values impacting the work of a teacher and ethical guidelines for the teaching profession • Schools and the teacher’s world of work • Teaching as a career development

Under the supervision of University of Montpellier education faculty, students participate in a substantive teaching practicum in the English classroom in the local Montpellier schools. Students are also supervised and mentored by the English teacher in the local school. Group reflection meetings and one-on-one feedback from the University of Montpellier faculty provide context and mentoring.

In this course, you will learn about: Theories of child development and how they relate to approaches to instruction; Behaviorist, cognitive, and social cognitive learning theories; Approaches to instruction and assessment (teacher-centered vs. student-centered vs. assessment-centered); and Issues related to assessment and measuring student learning (validity, reliability, interpretation, etc.) by participating in assessment design (traditional, performance, formative) and interpretation.

To review the foundations of special education, culminating in an understanding of the application of the IDEAL Problem Solving Model. The course will address concepts related to exceptionality; historical and legal foundations; problem solving and tools of inquiry; collaborative relationships with families, educational, and community professionals; support of students with disabilities in general education; characteristics of students with high and low incidence disabilities, and ethics. Teacher candidates will learn methods of formative assessment using curriculum-based measures (CBM) and practice analyzing data to make instructional decisions and inform early intervention for struggling students.

Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.

Field-based experience. Students apply learning from their university course in elementary school setting, linking theory, research, and practice. prereq: concurrent registration is required in EDPSY 5613 or EDPSY 5616, elementary education: foundations major

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

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

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

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: MthE 3101, college algebra OR concurrent enrollment in MthE 3101

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.

Fundamental principles governing physical world in context of energy/environment. Lab. prereq: 1 yr high school algebra

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

Use of fundamental principles to solve quantitative problems. Motion, forces, conservation principles, structure of matter. Applications to mechanical systems. Prereq or Concurrent: MATH 1271/1371/1371H or equivalent

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.

Introduction to geographical understandings of globalization and of connections/differences between places.

Learn how maps and other spatial technologies like phones, drones, and GPS work. Use web-based tools to make maps for class, jobs, and fun. Explore how mapping is a useful lens through which to view interactions between technology and society, and see how mapping technology saves lives, rigs elections, and spies on people.

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.

Social and physical characteristics of the Twin Cities. Their place in the urban network of the United States.

Analysis of the ways in which the aspirations and abilities of diverse groups of people interact with the complexities of the natural environment to produce the contemporary pluralistic cultures and regional differentiation of the United States and Canada.

Introduction to cities and suburbs as unique crossroads of cultural, social, and political processes. Competing/conflicting visions of city life, cultural diversity, and justice. Focuses on the American city.

Urban origins, ancient cultures/cities, the medieval city, rediscovery of planning, colonial cities. Industrialization and urban expansion. Speculative cities, utopian cities, planning triumphs/disasters. Cities as reflections of society, culture, the past.

Cinematic portrayal of changes in 20th-century cities worldwide including social and cultural conflict, political and economic processes, changing gender relationships, rural versus urban areas, and population and development issues (especially as they affect women and children).

Comparative analysis and explanation of trends in fertility, mortality, internal and international migration in different parts of the world; world population problems; population policies; theories of population growth; impact of population growth on food supply and the environment.

Social/physical characteristics of Twin Cities. Their place in U.S. urban network.

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.

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.

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.

Introduction to structure of English. Phonetics, phonology, morphology, syntax, semantics. pragmatics. Language variation/usage.

This is an introductory and exploratory course to second language learning for teachers. Students are expected to master basic linguistic concepts to analyze second language productions through the study of their linguistic components. In addition, this course provides an introduction to second language acquisition theories, with attention being given to both child and adult learners. Major debates within the field of second language learning will be discussed and their implications for classroom-based language teaching will be explored. These include the role of implicit and explicit learning mechanisms and teaching approaches, the impact of age of acquisition, the role of learning context, and the impact of individual differences on second language acquisition. In addition, this course will devote time to exploring certain aspects of language learning in the European context, notably with respect to evaluation (CEFR) and as concerns plurilingualism initiatives that have been pursued in the French education system. In addition, a component of this course will explore the importance of incorporating culture in second language teaching and highlight the crucial interaction between language and culture in the classroom. Students will acquire tools for developing lesson plans that incorporate culture and promote cross-cultural comprehension.

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

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

Learning each child's interests, needs, and abilities. Integrate music with other classroom subjects. Written/oral discussions, music making, micro-teaching, lesson presentations. Taught from arts perspective.

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.

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.

Focuses on principles of behavior analysis and procedures used in the assessment and management of classroom behavior. Although the application of behavioral principles in educational settings is the central purpose of this course, complementary issues related to general classroom management will also be addressed. Consistent with the mission of the College of Education and Human Development, this course aims to strengthen effective educational practice, promote inquiry, and build leadership skills for regular and special educators and professionals in allied fields. Community Engaged Learning (CEL): This course integrates community engaged learning in an educational setting, which may include day-care centers, pre-kindergarten programs, K-12 schools, and post-secondary transition programs. Students are required to engage in a community placement for a minimum of 2 hours per week (20 hours total). Licensure students should use their pre-student teaching field experience placements as their CEL site and must complete the minimum number of hours required of their field experience course. Note: Teacher licensure candidates should register for the appropriate pre-student teaching field experience in accordance with their program plans. Non-licensure students have two options for securing a CEL placement: (1) register for 1 credit of EPSY 3701/5701 Practicum: Field Experience in General Education ? Inclusive Classrooms or (2) secure a placement through the UMN Center for Community Engaged Learning (information provided in class). prereq: For online sections, students must be an ASD certificate candidate or a Special Education Major or Special Education M.Ed./M.A.