Course Descriptions |
EDU 1103 Spanish for Educators
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3 cr |
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Provides functional Spanish language communication skills for educators and other personnel who may have professional contact with Spanish speakers. Offers training in basic Spanish listening, speaking, reading, and writing skills in school settings where an interpreter might not be available. Conduct work-specific learning activities dedicated to the school office, nurse's office, classroom and instructional management, extracurricular activities, transportation, and school security. NOTE: EDU 1103 and SPAN 1103 are co-listed; department should be selected at registration. Credit will be given in only one department.
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EDU 1113 Introduction to Chemical Dependency
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3 cr |
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Provides an overview of the concepts of chemical dependency, including definitions, symptoms and signs of abuse and dependency; and an overview of history and trends. Describes the effects of each classification of drugs on the body, mind, and spirit, including impact on learning and memory. Students will develop an understanding of the process of assessment, intervention and treatment, education and prevention, referral, aftercare and relapse prevention. HSER 1113 and EDU 1113 are co-listed; department should be selected at registration. Credit will be given in only one department.
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EDU 1128 Guidance, Communication and Development of Young Children
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3 cr |
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Discusses developmental characteristics of infants, toddlers and preschool children with emphasis on stages of and individual differences in rates and styles of learning. Incorporates guidance principles and techniques in order for students to better understand the child's behavior and improve skills in working with a child in various situations. HSER 1128 and EDU 1128 are co-listed; department should be selected at registration. Credit will be given in only one department.
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EDU 1130 Early Childhood Education
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3 cr |
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Provides an opportunity for students to explore the early childhood education field as caregivers of young children. Individuals will explore their role as a practitioner through self-exploration, classroom activities, and group activities. HSER 1130 and EDU 1130 are co-listed; department should be selected at registration. Credit will be given in only one department.
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EDU 1132 Creative Activities for the Young Child
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2 cr |
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Presents the principles needed to plan creative experiences for young children in all curriculum areas. Creative activities and experiences will be explored that enhance children's social, emotional, cognitive, language, and physical developmental. Materials fee required.
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EDU 1133 Children's Hlth, Nutrition, Physical Development, and the Effects of Drugs
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3 cr |
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Focuses on the knowledge and skills needed to maintain a safe and healthy environment for young children. Appropriate activities and experiences for young children will be addressed around the topics of health, safety, nutrition, physical development, and the effects of drugs on children. HSER 1133 and EDU 1133 are co-listed; department should be selected at registration. Credit will be given in only one department.
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EDU 1136 Infant and Toddler Development
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2 cr |
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Focuses on developing a knowledge base about infant and toddler development emphasizing identification and creation of the learning environment. HSER 1136 and EDU 1136 are co-listed; department should be selected at registration. Credit will be given in only one department.
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EDU 1138 Children with Special Needs
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2 cr |
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Focuses on the knowledge and skills needed to create and maintain an integrated learning environment for children with special needs. An introduction and exploration of disabilities commonly found in infants, toddlers, and school age children. HSER 1138 and EDU 1138 are co-listed; department should be selected at registration. Credit will be given in only one department.
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EDU 1141 Learning Technology for Urban Education
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3 cr |
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Examines the historical and sociological impact of electronic media communication technology on American schooling. Learners will evaluate selected software applications as cognitive tools; apply current and future computer, multimedia, Internet/intranet, online learning, and audiovisual technologies to classroom instruction; and develop Web-based instructional materials to actively engage diverse learning styles. Technology components may include concept mapping, spreadsheets, Webquests, and other web searching techniques and Internet resources.
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EDU 1143 Multicultural Education/Human Relations
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3 cr |
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Emphasizes the development of classroom teachers who are multiculturally informed, gender fair, and disability aware. Examines issues such as racism, sexism, oppression, prejudice and discrimination. The course aims to increase students' capacity to identify, discuss, and reflect on the ethical dimensions of political, social and personal life and to examine the responsibility of classroom teachers to practice productive citizenship. Emphasis is on demonstrating multicultural competence required of all successful teachers working with diverse youth. Designed to meet State of Minnesota human relations requirement for teacher licensure.
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EDU 1185 Special Topics
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3 cr |
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This is a topics course, please see course term schedule for this course description. Course may not be offered every term.
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EDU 1191 Introduction To Urban Education And Reflective Teaching
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3 cr |
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Analyzes the critical place of education in today's rapidly changing urban society. Course readings and discussion focus on understanding the historical and sociological foundations of urban teaching, with special emphasis on reflective practice, resiliency and diversity. Core topics include the impact of the nation's rapid racial and ethnic transformation on public schooling, case studies and best practices for understanding and empowering diverse learners, standards of effective teaching, and using the community as a resource. Students learn eFolio Minnesota software, a multimedia electronic portfolio, to document and reflect on their clinical observations. The course includes a minimum of 30 hours of guided in-school field experience and 10 hours of electronic portfolio development.
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EDU 1192 Urban Education: Grades K-8
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3 cr |
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Provides a perspective on teaching elementary students in an urban setting. Lecture/discussion, course readings, guest speakers, and clinical experiences focus on such issues as classroom management, cultural awareness, test anxiety, parent/teacher communication, transescent issues, and the Minnesota Comprehensive Assessments of reading, writing, and mathematics. The course includes a minimum of 20 hours of guided in-school field experience. Prereq: EDU 1191.
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EDU 1193 Urban Education: Grades 6-12
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3 cr |
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Provides a perspective on teaching middle and secondary students in an urban setting. Lecture/discussion, course readings, guest speakers, and clinical experiences focus on such issues as classroom management, cultural diversity, test anxiety, substance abuse and school violence, transescent and adolescent issues, graduation standards, and the Minnesota Comprehensive Assessments of reading, writing, and mathematics. The course includes a minimum of 20 hours of guided in-school field experience. Prereq: EDU 1191.
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EDU 1195 Urban Education: Early Childhood Birth To Grade 3
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3 cr |
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Gives students a perspective on teaching at the early childhood through third-grade levels in an urban setting. In addition to attending the weekly 2-hour discussions, students will complete 30 volunteer hours in an early childhood program or elementary school. The lecture/discussion groups and guest speakers will focus on such issues as curriculum, Minnesota Early Childhood Indicators of Progress, classroom management, various cultures, parent-teacher communication, classroom issues, and technology in the classroom. EDU 1195 and HSER 1195 are co-listed; department should be selected at registration. Credit will be given in only one department.
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EDU 2010 Teaching Emergent Readers
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2 cr |
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Focuses on theories and strategies related to emergent literacy in both pre-school and classroom settings. Models methods and appropriate learning activities, explores assessment tools and practices, and identifies appropriate books that promote beginning reading. Intended for prospective early childhood or primary teachers, school paraprofessionals, and other educators working with emergent readers.
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EDU 2011 Teaching Reading Comprehension
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2 cr |
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Examines ways to improve students' reading comprehension. The class is intended for paraprofessionals, prospective teachers and other educators working with reading in the content area. The material presented will focus on expository text structures, vocabulary development, and the schema theory. Methods and appropriate activities will be modeled in class. Comparisons will be made between narrative and expository texts.
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EDU 2012 Essentials Of Effective Instruction
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2 cr |
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Implements and internalizes effective practices in the areas of: Classroom and group management, time on task, interactive direct instruction, differentiated instruction, cooperative small group management, teacher feedback, and praise; while practicing the use of research. Educational assistance and other prospective educators interact with each other while they study research which: 1.) Examines the practices of more effective and less effective teachers, 2.) Looks at educators as reflective practitioners and, 3) Studies educators' knowledge.
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EDU 2013 Instructional Strategies That Work
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2 cr |
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Defines researched-based best practices for accommodating diverse learning needs. It is designed to help educators who work with students most likely to fail due to conditions of poverty, limited English proficiency, learning disabilities, and other barriers, achieve classroom success. Instructional tools and strategies to help all students make academic gains will be modeled and practiced by participants. This course is designed for paraprofessional and prospective educators (K-12) working with academically diverse learners.
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EDU 2021 Thinking Mathematics I: Foundations
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2 cr |
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Applies mathematical research to how children learn mathematics and focuses on best practice strategies for mathematical instruction. Course content addresses mathematical concepts and skills in patterning, counting, addition, subtraction, problem solving and estimating. Provides hands-on practice in visualizing to make sense of these concepts and skills, and to work through stratigies recommended for diverse learners. Thinking Mathematics is based on practical application of University of Chicago research by AFT's Education Research and Dissemination initiative.
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EDU 2022 Thinking Mathematics II: Extensions
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2 cr |
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Applies mathematical research to how children learn mathematics and focuses on best practice strategies for mathematical instruction. Course content addresses mathematical concepts and skills in classification, multiplication, division, fractions and ratios. Provides hands-on practice in visualizing to make sense of these concepts and skills, and to work through strategies recommended for diverse learners. Thinking Mathematics is based on practical application of University of Chicago research by AFT's Education Research and Dissemination initiative.
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EDU 2023 Thinking Mathematics III: Connections
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2 cr |
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Applies mathematical research to how children learn mathematics and focuses on best practice strategies for mathematical instruction. Course content addresses mathematical concepts and skills in rational numbers, ratios, rates, proportions, measurement, fractions, and decimals. Provides hands-on practice in visualizing to make sense of these concepts and skills, and to work through strategies recommended for diverse learners. Thinking Mathematics is based on practical application of University of Chicago research by AFT's Education Research and Dissemination initiative.
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EDU 2120 TESOL Language & Culture
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3 cr |
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Incorporates two main themes pertinent to teaching English language learners: sociolinguistics and culture. Social and language implications of variables such as ethnicity, religion,status, gender, level of educaiton andf age will be explored. Students will learn how language is often used to categorize individuals in society. In addition, students will also learn about the history, culture and language implications of some of the major immigrant populations in the local geographic area. Prerequisite: Placement into ENG 1108 or permission of instructor.
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EDU 2121 TESOL: English Structure
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3 cr |
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Examines second language acquisition theories and grammar-learning stages and how they shape grammar instruction and curriculum. Core concepts include the understanding and pedagogical applications of English syntax, morphology and discourse. Students will also build their electronic portfolios by incorporating grammar lessons and activities. Prereq: Placement into ENG 1108 or permission of instructor.
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EDU 2122 TESOL Methods
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4 cr |
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Examines current policy trends and programs designed to teach English to speakers of other languages. Students also expand their knowledge of second language acquisition theories and focus on classroom implications/applications of how secondary languages are learned. A variety of classroom practices are reviewed as students explore how to differentiate instruction in order to best serve learners. Places strong emphasis on emergent literacy, process writing, and reading and literature instruction. Students also learn about best practices in content reading and writing instruction in addition to formal and informal assessment. Prerequisites: EDU 2120 and EDU 2121.
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EDU 2220 Music for the Whole Child
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3 cr |
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Focuses on the knowledge and skills needed to experience, understand, produce, discuss and enjoy various forms of music. Examines the characteristics of age-appropriate music activities and how music can integrate with the non-arts. Incorporates music concepts, basic structural elements, principles and vocabulary of music. The course assumes no musical background and is an introduction for prospective elementary educators, classroom paraprofessionals or teachers, and other students interested in learning how music works. Credit can only be earned in one department. To fulfill goal 6 enroll in MUSC 2220. To find Continuing Education courses for school paras and professionals, go to www.inverhills.edu, click "Continuing Education", then "Non-Credit Course Schedule."
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EDU 2250 Contemporary Education Topics
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cr |
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Dependent on which issues or developments are selected for study. Topics and time allotments will vary according to course content and credits.
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EDU 2805 Introduction to Children's Literature
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3 cr |
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Introduces students to the study and evaluation of literature (picture books, folktales, fantasy, realistic fiction, historical finction, young adult fiction, and nonfiction) written for children of all ages. Intended for students interested in a teaching career or in working with children, but is open to all interested students who meet the course prerequisite. Access to public libraries is required. Prereq: Placement in ENG 1108 or satisfactory completion of ENG 1108 prerequisite.
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