This course provides learners with opportunities to acquire and use graduate-level skills, including the ability to critically examine and apply relevant educational theory to professional practice. Learners develop expertise in scholarly writing as well as explore the importance of multicultural perspectives and diversity in professional contexts. Finally, learners articulate and examine their professional purpose and its alignment with their specialization and career aspirations. Must be taken during the first quarter by learners who have been admitted to the MEd in Teaching and Learning, MS in Education, MS in Education Innovation and Technology, and MS in Higher Education degree programs and the Adult Education and Higher Education Leadership and Administration graduate certificate programs. Cannot be fulfilled by transfer or credit for prior learning.

In this course, learners explore action research in theory and practice as a form of inquiry and self-reflection to inform and improve their teaching. Learners examine relevant issues in their own educational setting and develop a plan to study and implement meaningful, practical, and researched-based answers. Learners design data collection, analysis, and reporting practices as part of their action research plan that will be implemented in the capstone course. This course requires access to an educational setting, students or learners, and/or classroom practitioners. Cannot be fulfilled by transfer or credit for prior learning. ED5306 and either ED5950 or ED5980 must be taken in sequence and during the learner’s final two quarters.

Learners in this course apply strategies for managing diverse and challenging student behaviors and develop the skills needed to create classroom environments that maximize the opportunity for each student to learn. This course emphasizes the roles, rights, and responsibilities of all stakeholders under The Individuals with Disabilities Education Act (IDEA), The Americans with Disabilities Act (ADA), and Section 504 legislation. This course requires access to a P–12 classroom and/or educational stakeholders in a P–12 school or district.

This course addresses the developmental stages of children from the prenatal period to age eight years. Learners examine how children develop physically, emotionally, socially, and intellectually; and evaluate the influences family, society, and culture have on infant, toddler, and K–grade three child development. Learners also assess children’s evolving needs and apply theory and research to recommend appropriate responses to those needs. Cannot be fulfilled by transfer or credit for prior learning except by coursework from Minnesota schools with approved licensure programs.

This course covers the early childhood environment and its effects on growth and learning. Learners evaluate the physical environment, the role of the caregivers and teachers, and the interaction among children, and identify methods of increasing child engagement, effective communication, and learning. Learners explore ways to create supportive and nurturing learning environments and how to monitor, reflect, and adjust them to best meet the needs of young children. Learners also become familiar with the responsibilities associated with working in the early childhood learning field. This course requires access to educational settings, programs, and/or practitioners with a focus on children from birth to age eight. Prerequisite(s): ED5405. Cannot be fulfilled by transfer or credit for prior learning except by coursework from Minnesota schools with approved licensure programs.

In this course, learners gain the skills and knowledge needed to apply research-based practices, including coordination with special service providers for students who have Individual Education Programs (IEPs), Individual Family Service Plans (IFSPs) or 504 plans, to meet the needs of young learners in an inclusive environment. Learners identify strategies to respond to behaviors and needs outside the expected stages of development. Learners also examine authentic and formative assessment strategies that result in developmentally appropriate curriculum and instruction for children with various needs. This course requires access to educational settings, programs, and/or practitioners with a focus on children from birth to age eight. Prerequisite(s): ED5405. Cannot be fulfilled by transfer except by coursework from Minnesota schools with approved licensure programs.

Learners in this course examine the importance of actively engaging families in the education and care of children. The course takes an ecological approach to children’s relationships with parents, caregivers, and the broader community. Learners study the characteristics, lifestyles, and contributions associated with various racial, cultural, and economic groups to gain an understanding of the impact of human behavior on children’s growth and development. This course requires access to educational settings, programs, and/or practitioners with a focus on children from birth to age eight. Prerequisite(s): ED5405. Cannot be fulfilled by transfer or credit for prior learning except by coursework from Minnesota schools with approved licensure programs.

Learners gain an understanding of theories that drive strategies and practices for teaching reading and promoting literacy in children. Using diversity, equity and inclusion as a frame, learners identify the factors significant to literacy development in children, including the classroom environment, family and community connections, and best practices in professional development for reading and writing instruction. Learners also work with children on improving their reading and literacy ability and demonstrate the knowledge, skills, and dispositions associated with excellence in reading and literacy curriculum development, instruction, and assessment.  This course requires access to educational settings, programs, and/or practitioners with a focus on children from birth to age eight. Cannot be fulfilled by transfer except by coursework from Minnesota schools with approved licensure programs.

This capstone course is required for learners in the master’s Early Childhood Education Studies specialization and is taken after completing all required and elective coursework. Learners demonstrate proficiency in integrating learning from their coursework by preparing a portfolio demonstrating the specialization outcomes and applying research knowledge, skills, and dispositions developed in ED5306 Action Research to Enhance Practice. Learners implement the action research process to evaluate and critically reflect on the results as a part of continuous improvement inquiry to improve student learning. Learners communicate research findings and insights with key stakeholders and critically reflect on implications as a way to find practical and useful strategies to improve their practice. For MS Early Childhood Studies learners only. Must be taken during the learner’s final quarter. This course requires access to educational settings, programs, and/or practitioners with a focus on children from birth to age eight. Prerequisite(s): ED5010, ED5306, ED5405, ED5410, ED5430, ED5440, ED5503. Cannot be fulfilled by transfer.