EDUC 520 • Education Standards Portfolio: Chemical Health 0.5 Credits

Exploration of the influences and misuses of tobacco, alcohol, drugs, and other chemicals impacting the learning environment inside and outside of school. Special Note: This course is for students who only need to meet certain PELSB standards and who do not need the full course.
Special Notes: This course is intended for students who only need to meet certain PELSB license standards.

EDUC 560 • Education Standards Portfolio: Minnesota-based American Indian 0.5 Credits

Analysis of the cultural content, worldview, and concepts that comprise Minnesota-based American Indian tribal government, history, language, and culture. Special Note: This course is for students who only need to meet certain PELSB standards and who do not need the full course.
Special Notes: This course is intended for students who only need to meet certain PELSB license standards.

EDUC 579PT • Portfolio in Education 0.5-6 Credits

Portfolio course of preselected topics within an existing course in the field of Education.
Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.

EDUC 596 • School-wide Systems Field Experience 2 Credits

Supervised observation in K-12 inclusive education setting. Analysis of student needs, classroom environments, and related cultural factors. Development of a personal standard for effective teaching. Identification of the impact that second language has on learning. Implementation of effective lesson plans. Identification of MN edTPA language. Impact of personal faith on the special education teacher role. 30 hours over 10 weeks.

EDUC 609 • Lab Safety Workshop 0 Credit

Standards of safety and chemical hygiene required to make science laboratories safe learning environments. Standards and federal/state guidelines for safety and hygiene in classroom laboratories. Preparation for ACSC certification. Includes a workshop and follow-up online assignments. (Course may be waived for science majors with extensive lab experience and documented lab safety training).
Lab fee: $250. Grade exceptions: Graded on a S/U Basis. Special Notes: Acceptance into Master of Arts in Teaching program required for enrollment.

EDUC 614 • Locating Resources for Educational Research 1 Credit

Introduction of skills needed to search for and cite resources used in a teacher preparation program and master’s thesis. Identification of differences between research-based sources, non-research-based sources, and other scholarly sources on educational topics using discipline-specific resources.
Grade exceptions: Graded on an S/U basis. Special Notes: Required of all master's degree-seeking students and strongly recommended for students seeking a license. Should be taken with a cohort of the student's same major except with program director's permission.

EDUC 619 • Diversity, Equity and Inclusion in Education 3 Credits

Reflect to increase racial consciousness. Discuss perspectives on how race and culture impact school practices and pedagogy . Analyze how ways of knowing and teaching are shaped by race and ethnicity. Examine differences between prejudice, bias, discrimination and racism. Evaluate the intersection of race/ethnicity with other forms of difference. Identify multiple perspectives on how race and culture impact school practices and pedagogy. Analyze the cultural content, worldview, and concepts that comprise Minnesota-based American Indian communities.

EDUC 627 • Historical and Contemporary Issues in K-12 Education 3 Credits

Introduction to the teaching profession and focus on influences shaping education. History, philosophy, psychology, sociology, legal matters, reform, and other current education issues. Student mental health and impact of chemicals in student lives, families, and schools. Personal growth planning and the connection between professional responsibilities and personal faith and values.

EDUC 641 • General Methods of Curriculum, Instruction, and Assessment 4 Credits

Creation of standards-based, short and long-range plans that are linked to student needs and performance, connected to other disciplines, and include technology resources to support learning. Integration of evidence-based instructional strategies that meet learner needs. Development of assessments and evaluations using appropriate data practices. Examination of Christian perspectives and personal values within the professional practice of teaching.

EDUC 643 • Field Experiences in School-based Settings 3 Credits

Application of information gained through observations of general education, special education, EL and/or other teachers and students with specific learning needs in educational environments. Implementation of principles of effective instruction in the content area and grade level of licensure. Development of planning skills, instructional strategies, assessment skills, self-assessment skills, and professional dispositions using feedback from educational professionals. Observation of teachers’ use of culturally-responsive instructional practices to incorporate students’ experiences, cultures and communication into instruction.
Grade exceptions: Graded on an S/U basis.

EDUC 646 • Field Experiences in School-Based Settings 4 Credits

Development of planning, assessment, self-assessment skills, instructional strategies, and professional dispositions. Application of information gained through observing general education, special education, EL, and other teachers and students with specific learning needs. Implementation of principles of effective instruction in the content area and grade level of licensure. Observation of teachers’ use of culturally-responsive instructional practices to incorporate students’ personal, cultural, and community assets. Application of current and emerging technologies to improve personal productivity and professional practice.
Grade exceptions: Graded on an S/U basis.

EDUC 659 • Social Studies 5-12 Teaching Methods 4 Credits

Methods and strategies for designing and implementing standards-based learning plans for secondary social studies students using a variety of materials and educational technology. Creation and implementation of formal and informal assessments for evaluating student progress and performance. Identification of classroom management practices in a technology-integrated environment. Identification of ways to involve business, community, co-curricular activities and extracurricular activities in creating educational opportunities. A Christian or personal worldview perspective on the role of teaching social studies.
Prerequisites: TEAC 524, and TEAC 526.

EDUC 669 • Equity in Diverse School Contexts 3 Credits

Identification of various groups in American communities and how to foster communication. Analysis of Minnesota-based American Indian tribes. Evaluation of the effects that racial, cultural, and economic factors have in the classroom. Exploration of practical classroom strategies for addressing diversity and inclusion challenges such as bias, discrimination, prejudices, racism, religion, gender, and sexism. Designing and differentiating a culturally-responsive curriculum for a variety of students. Differentiation of curriculum and teaching for gifted and talented students.

EDUC 671 • Mathematics 5-12 Teaching Methods 4 Credits

Methods and strategies for designing and implementing standards-based learning plans for secondary mathematics students using a variety of materials, educational technology, and multiple representations. Creation of assessments for evaluating student performance. Identification of effective classroom management practices that promote a positive learning environment. Ways to involve stakeholders, co-curricular activities and extracurricular activities to create educational opportunities. Exploration of connections between biblical principles and culturally-relevant mathematics instruction.
Prerequisites: EDUC634,EDUC 641.

EDUC 672 • Science 5-12 Teaching Methods 4 Credits

Methods and strategies for designing and implementing standards-based learning plans for secondary science students. Creation of assessments for evaluating student progress and performance. Identification of effective classroom management practices in a technology-integrated environment. Safety guidelines for caring for scientific specimens, data, chemicals and equipment. Ways to involve business, industry, community organizations, co curricular activities and extracurricular activities to create educational opportunities. Current topics in science education using a Christian and ethical perspective.
Prerequisites: TEAC 524, and TEAC 526.

EDUC 674 • Visual Arts K-12 Teaching Methods 4 Credits

Methods and strategies for designing standards-based learning plans for K-12 visual arts students. Creation of assessments for evaluating student performance. Identification of effective classroom management practices in a technology-integrated environment. Ways to involve business, industry, community organizations, co curricular activities and extracurricular activities to create educational opportunities. History, philosophy, and purposes of visual arts education. Approaches to teaching art history, religion, criticism, and aesthetics, and creation of art prototypes used in visual art learning environments.
Prerequisites: TEAC 524, and TEAC 526.

EDUC 678 • ESL K-12 Teaching Methods 4 Credits

Methods and strategies for designing standards-based learning plans for grades K-12 English as a second language. Creation of assessments for evaluating student performance. Identification of effective classroom management practices in a technology-integrated environment. Understanding of second language acquisition theory and research. Demonstration of speaking proficiency in English. Ways to involve stakeholders, co-curricular activities and extracurricular activities to create educational opportunities. Personal faith or worldview perspective on teaching languages and culture.
Prerequisites: TEAC 524, and TEAC 526.

EDUC 679 • Communication Arts and Literature 5-12 Teaching Methods 4 Credits

Methods and strategies for designing and implementing standards-based learning plans for secondary communication and language arts students using a variety of materials and educational technology. Creation of formal and informal assessments useful for evaluating student progress and performance. Identification of effective classroom management practices that promote a positive learning environment in a technology-integrated environment. Application of philosophy, theory, and research for forming a healthy, professional, community-supported learning environment that includes Christian perspectives and personal values.
Prerequisites: TEAC 524, and TEAC 526.

EDUC 689 • Business 5-12 Teaching Methods 4 Credits

Methods and strategies for designing standards-based learning plans for secondary business students. Creation of assessments for evaluating student performance. Identification of effective classroom management practices in a technology-integrated environment. Ways to involve business, industry, community organizations, co-curricular activities and extracurricular activities to create educational opportunities. Strategies for recruiting business education students and organizing instruction about careers, entrepreneurship, work-based learning, and career and technical education based on key legislation.
Prerequisites: TEAC 524, and TEAC 526.

EDUC 697 • Capstone Extension 0 Credit

Extension course for continued enrollment; required when the thesis/project course is incomplete. The extension allows students continued access to university resources. Student must be registered in an extension course at the time the thesis/project is granted final approval and receives a grade. Fee applies.
Prerequisites: EDUC 790.

EDUC 707 • Curriculum Design and Instructional Methods for Work-Based Learning 3 Credits

Explore the use of resources to connect academic coursework with life, work, and future education opportunities. Design curricula to integrate classroom skills with real-world applications. Evaluate career resources available to learners. Analyze connections between faith and work. Identify strategies to support students with unique needs in transitioning to the workforce. Reflect on the use of online portfolios for synthesizing accomplishments.

EDUC 722 • Literacy in Discipline-Specific Contexts 4 Credits

Analysis of knowledge of research-based skills and assessment strategies, reading processes, and instructional practices in the content area. Integration of instructional strategies to support readers with specific learning needs in K-12 settings. Implementation of reading research to develop vocabulary, academic language, fluency, orthographic knowledge, morphology, writing, and comprehension. Identification, review, and summarization of resources used for scholarly research using APA documentation.

EDUC 745 • Foundations of Classroom Management 3 Credits

Develop proactive skills for effective classroom leadership based on The Catalyst Approach. Strengthen relationships with students while creating a safe, inclusive, predictable, joyful, and productive learning environment that honors students' identities and cultural backgrounds. Establish habits for self-reflection and growth that accelerate implementation and promote continuous growth.

EDUC 748 • Special Education Student Teaching Seminar 2 Credits

Development of strategies using personal and professional efficacy skills along with an engagement of school and community resources to provide instruction. Consideration of the learner’s needs while aligning an instructional plan to help ensure student success. Application of appropriate academic language related to lesson planning, instruction, and assessment in the K-12 environment.
Corequisites: SPED 780 or SPED 781 or SPED 782 or SPED 783 or SPED 784. EdTPA fee $300. Grade exceptions: Graded on an S/U basis.

EDUC 751 • Special Education Student Teaching Seminar 3 Credits

Development of strategies using personal and professional efficacy skills along with an engagement of school and community resources to provide instruction. Consideration of the learner’s needs while aligning an instructional plan to help ensure student success. Identification of the impact that second language has on learning. Application of appropriate academic language related to lesson planning, instruction, and assessment in the K-12 environment.
Corequisites: SPED 780 or SPED 781 or SPED 782 or SPED 783 or SPED 784. EdTPA fee $300.

EDUC 753 • Teacher Candidate Seminar 3 Credits

Analyzation of data from assessments to monitor student progress and guide next steps for instruction. Strategies for managing student behaviors to maximize learning. Use of classroom teaching, information about students, collaboration with professionals, problem-solving strategies and self-assessment in the teaching and learning environment. Creation of professional job search tools. Social, ethical, legal, and human issues surrounding the use of information and technology. Christian or personal perspectives on the Code of Ethics for Minnesota teachers.
Prerequisites: EDUC 627, EDUC634, EDUC 641, EDUC 669, EDUC665 and one from: EDUC 659 or EDUC 671 or EDUC 672 or EDUC 674 or EDUC 678 or EDUC 679 or EDUC 689. Corequisites: EDUC 778, EDUC 781. ENVoY classroom management training fee: $60.

EDUC 755 • Preparing the Thesis/Collaborative Research Project 1 Credit

Introduction to the educational research process including planning for the process of writing and defending a thesis. Recognition of the characteristics of quantitative, qualitative, mixed-methods and meta-analysis. Reflection on research ethics from a Christian worldview. Demonstration of academic research and writing skills including APA formatting proficiency. Summarization of current, relevant literature on a feasible topic. Creation of a prospectus that contains key components of a proposed study.
Prerequisites: EDUC 614. Grade exceptions: Graded on an S/U basis.

EDUC 757 • Teacher Candidate Seminar 2 Credits

Strategies for managing student behaviors to maximize learning. Use of classroom teaching strategies, information about students, and collaboration with professionals in the teaching and learning environment. Demonstration of the ability to complete a teacher performance assessment to improve planning, instruction, and assessment of student learning. Development of job search tools useful for career growth. Practice professional dispositions and a code of ethics that allows proficient performance in a variety of educational contexts.
Prerequisites: EDUC 646, and choose one from EDUC 659 or EDUC 671 or EDUC 672 or EDUC 674 or EDUC 678 or EDUC 679 or EDUC 689. Corequisites: EDUC 775. 202552

EDUC 763 • Topics in Education 1-4 Credits

EDUC 765 • Topics in Education 1-9 Credits

Selected topics in education.

EDUC 771 • Curriculum Processes 3 Credits

Exploration of the International Baccalaureate’s (IB) origin, mission, and philosophy. Analysis of the teaching and learning approaches in curriculum design that are used as a construct for the four programmes of the IB. Application of the pedagogical frameworks established in IB.

EDUC 772 • Assessment and Learning 3 Credits

Design and implementation of inclusive assessments including tasks and rubrics that support the needs of Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP) for the IB teacher. Consideration of one’s personal beliefs and their potential impact on assessments in IB.
Prerequisites: EDUC 771.

EDUC 773 • Teaching and Learning 3 Credits

Design and application of teaching and learning activities, based on analysis of learning theories and teaching strategies, that meet the needs of all students in achievement of the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP). Evaluation of personal beliefs that support the International Baccalaureate mission and philosophy.
Prerequisites: EDUC 771, EDUC 772.

EDUC 775 • Student Teaching Placement I 4 Credits

Planning and implementing discipline-specific, standards-based instruction that is culturally relevant and based on educational research and/or theory, educational technology, and diverse needs of students. Use of formal and informal assessments to monitor growth and progress, give feedback, and guide next steps for instruction. Execution of effective classroom management techniques.
Prerequisites: EDUC 646 and choose one from EDUC 659 or EDUC 671 or EDUC 672 or EDUC 674 or EDUC 678 or EDUC 679 or EDUC 689. Corequisites: EDUC 757. EdTPA fee: $300; Student teaching fee: $150; Out of state fee: varies. Grade exceptions: Graded on an S/U basis.

EDUC 778 • Student Teaching Placement I 5 Credits

Planning and implementing standards-based instruction based on knowledge of subject matter, educational research and/or theory, appropriate educational technology, and diverse needs of students. Use of formal and informal assessment strategies to monitor growth and progress, give feedback, and guide next steps for instruction. Execution of effective classroom management techniques. Establishment of productive relationships, through effective verbal and written communication, with parents/guardians, counselors, teachers, and other school-based stakeholders.
Prerequisites: EDUC 627, EDUC634, EDUC 641, EDUC 669, EDUC665 and one from: EDUC 659 or EDUC 671 or EDUC 672 or EDUC 674 or EDUC 678 or EDUC 679 or EDUC 689. Corequisites: EDUC 781, EDUC 753. EdTPA fee: $300; Student teaching fee: $150; Out of state fee: varies. Grade exceptions: Graded on an S/U basis. Special Notes: Departmental approval required for enrollment.

EDUC 779 • Student Teaching Placement II 3 Credits

Continued practice of prior teaching experience under the supervision of a cooperating teacher and a college supervising teacher while students teach.
Prerequisites: EDUC 627, EDUC634, EDUC 641, EDUC 669, EDUC665 and one from: EDUC680 or EDUC681 or EDUC682 or EDUC683 or EDUC684 or EDUC685 or EDUC686 or EDUC687. Corequisites: EDUC 778,EDUC750. Student Teaching Fee: $100, Out of state: varies. Grade exceptions: Graded on an S/U basis. Special Notes: Departmental approval required for enrollment. Taken concurrently with EDUC750.

EDUC 781 • Student Teaching II 1 Credit

Continuation of student teaching for K-12 teaching licenses and add-on teaching licenses. Planning and implementing discipline-specific, standards-based instruction that is culturally relevant and based on educational research and/or theory, educational technology, and diverse needs of students. Use of formal and informal assessments to monitor growth and progress, give feedback, and guide next steps for instruction. Execution of effective classroom management techniques.
Prerequisites: EDUC 775 for initial licensure students. None required for add-on licensure students. Student Teaching Fee: $100, Out of state: varies. Grade exceptions: Graded on an S/U basis.

EDUC 790 • Writing the Thesis/Collaborative Research Project 3 Credits

Exploration of a significant educational issue relevant to the student's professional involvement through an independent thesis or collaborative, research project. Oral defense of student’s thesis or project following collaboration with thesis advisor to ensure guidelines have been followed and requirements have been met as noted in the Bethel University Graduate Education Thesis Handbook.
Prerequisites: EDUC 755. Grade exceptions: Graded on an S/U basis.

EDUC 795 • Writing the Thesis 4 Credits

Exploration of a significant educational issue relevant to the student's profession through writing an independent thesis or collaborative research project. Recognition of the characteristics of quantitative, qualitative, mixed-methods, meta-analysis, and action research designs. Reflection on research ethics from a Christian worldview. Oral defense of student’s thesis or project following collaboration with the thesis advisor.
Grade exceptions: Graded on an S/U basis.

EDUC 800 • Leadership & Theory Foundations 4 Credits

Examination of the roles school leaders play as they pertain to ethics and influencing the school community. Analysis of the historical, philosophical and cultural aspects of educational reform. Analysis of leadership simulations using a combination of models for decision making, human communications, conflict management, organizational change, vision building, and school communication Exploration of the balance between personal faith and/or values and professional leadership in an environment characterized by separation of church and state.

EDUC 801 • Historical, Cultural, and Philosophical Issues Impacting Higher Education 4 Credits

Exploration of the historical, cultural, and philosophical trends contributing to the higher education landscape. Current and emerging roles of educational leaders within this landscape are analyzed and practices of self-differentiation and reflection essential to the process of personal formation and ability to inspire and lead are applied.
Ed.D. assessment fee: $300.

EDUC 802 • Leadership Evolution 3 Credits

Exploration and application of leadership strategies and practices that build capacity to lead complex educational change. Development of self-awareness as foundational to inclusive, relational leadership. Establishing a professional network to become a catalyst for a more prosperous future in preK-12 education.
No tuition fee; $200 transcription fee. Special Notes: Program Director approval required for registration.

EDUC 807 • Organizational Leadership in Higher Education 4 Credits

Analysis of theories related to higher education leadership, organization, and culture, and associated application to decision making, organizational change and conflict management. Connection of organizational theories and cultural concepts with effective approaches to leadership that includes integration of faith and values into developing personal leadership capabilities.

EDUC 810 • Curriculum, Instruction, & Assessment 4 Credits

Engagement in contextual learning experiences that apply principles and practices involved in educational institution’s curriculum, instruction, and assessment processes. Development of an effective curricular, instructional, and assessment plan for an organization. Analysis of district-wide literacy initiatives and the leading of school-wide literacy efforts. Understanding of the importance of professional development in curriculum, instruction, and assessment. Identification of research and best practices on integrating curriculum, instruction, and technology.

EDUC 812 • Curriculum Design and Instructional Management in Higher Education 4 Credits

Analysis of the fundamentals of curriculum design, effective curriculum planning and implementation along with trends, issues, forces, and ideas affecting curriculum in higher education. Exploration of the connection of student development, personal formation, and professional development with cognitive and behavioral issues and learning theories. Application of various models for working with academic departments. Examination of effective techniques for working with culturally and academically diverse student populations.

EDUC 820 • Doctoral Research I 4 Credits

Assessment of the overall role of research in educational administration. Development of the philosophical foundations of empirical research with an emphasis on qualitative research design and methodology. Critique and analysis of qualitative research in the literature. Application of sound research principles in the design of a basic qualitative study.
Grade exceptions: Course can be graded A-F or S/U. Special Notes: Grade type chosen must remain consistent for EDUC 820, EDUC 845, EDUC 850, and EDUC 870.

EDUC 822 • Systems Change to Meet the Needs of All Stakeholders 4 Credits

Exploration of the role of educational leaders in developing and growing relationships with students, families, and community members to meet the needs of all stakeholders. Application of research based practices to organizational change that supports social and emotional learning, culturally and linguistically diverse learners (English learners), mental health, and trauma. Addressing individual and institutional biases and fostering educational equity through the lens of culturally responsive leadership.

EDUC 825 • Leadership for Inclusive Learning Environments 4 Credits

Exploration of the dynamics of engaging differences, including cultural, ethnic, religious, gender, ability, age differences, and others. Focus on providing effective leadership in pluralistic systems, including creating a hospitable organizational environment and maintaining relationships with diverse partners and stakeholders. Analysis of one's assumptions, beliefs, behaviors, and capacities with regard to differences.

EDUC 827 • Leading in a Complex and Pluralistic Society 4 Credits

Analysis of effective strategies for engaging diversity in the context of higher education. Exploration of the impact of cultural intelligence on leadership in complex and pluralistic systems. Development of personal formation strategies for effectively working and leading in diverse settings. Planning for increased inclusion of diverse members within an organization and increased institutional capacity thrive amidst the changing demographics of higher education.

EDUC 830 • Administration of Essential Educational Programs 4 Credits

Analysis of school policies and procedures to ensure that essential programs are in place. Awareness of how personal belief systems affect decision-making. Examination of school relationships, communication, culture and environment, teachers and student engagement, school supervision, safety, instructional supervision, and student learning.

EDUC 832 • Leadership of Academic & Support Systems 4 Credits

Exploration of functions within academic and support departments in colleges and universities. Analysis of institutional practice from multiple frames of reference including: academics, human resources, enrollment, student support, marketing, and development. Evaluation of the leadership skills needed to address challenges unique to higher education. Integration of personal values and belief systems with identified best practices in educational leadership.

EDUC 837 • Institutional Assessment in Higher Education 2 Credits

Understanding of the basic elements of assessment in Higher Education. Development of an effective assessment plan for a Higher Education academic or student life program. Creation of assessment reports that include actionable items for improvement based on data. Evaluation of program assessment reports. Synthesis of data from nationally normed assessment instruments. Engaging in ethical issues related to assessment in higher education.

EDUC 840 • Operations and Personnel Administration 4 Credits

Application of personal and organizational management skills. Synthesis of school/district mission and vision in systemic planning. Development of communication to foster public relations and address organizational politics. Synthesis of the relationship between leadership and conflict management. Analysis of the factors of school cultures. Integration of faith/worldview and core values with leadership strategies.

EDUC 842 • Strategic Leadership in Higher Education 2 Credits

Comprehension of strategic and adaptive leadership practices and application to organizational challenges. Analysis of personal strategic leadership strengths and limitations. Identification of how leadership can improve diversity, inclusion, and equity in institutional settings. Analysis of behaviors and traits for strategic innovation. Identification of how faith/values impact leadership philosophy.

EDUC 845 • Doctoral Research II 4 Credits

Development of the philosophical foundations of empirical research with an emphasis on quantitative research design and methodology. Critique and analysis of quantitative research in the literature. Application of sound research principles in the design of a basic quantitative study. Acquisition of human subjects research ethics.
Prerequisites: EDUC 820. Grade exceptions: Course can be graded A-F or S/U. Special Notes: Grade type chosen must remain consistent for EDUC 820, EDUC 845, EDUC 850, and EDUC 870.

EDUC 846 • Academic Writing for Graduate Students 4 Credits

Application of the process approach and stylistic devices appropriate to research writing. Synthesis of others' work through summarizing, paraphrasing, and quoting. Demonstration of knowledge and skill in using APA citation style. Practicing of curiosity, open-mindedness, humility, and intellectual courage. Scaffolded approach to creation of a research paper or literature review.
Repeatable course: Course may be repeated for credit.

EDUC 850 • Doctoral Research III 4 Credits

Exploration and examination of both qualitative and quantitative research, including sampling, measurement, data collection, and analysis. Training in the use of both qualitative and quantitative data analysis software. Integration of faith and/or ethical values in research. Application of research design and theories to the dissertation prospectus.
Prerequisites: EDUC 845. Grade exceptions: Course can be graded A-F or S/U. Special Notes: Grade type chosen must remain consistent for EDUC 820, EDUC 845, EDUC 850, and EDUC 870.

EDUC 858 • Re-Imagining Higher Education 2 Credits

Consider the future of higher education and the leadership needed. Issues and trends in the current and emerging field higher education, including equity and access, finances and affordability, and competing models and non-traditional offerings, are revisited and intersected with personal growth and leadership formation.

EDUC 859 • Student Engagement in Higher Education 3 Credits

Theory and practice of student development, student success, and academic engagement in higher education. The practical application of student development, academic success, and student retention theories through policies, strategies, interventions, and trust-worthy practices for diverse students groups, including traditional, non-traditional, and online.

EDUC 860 • Legal Issues in School Administration 4 Credits

Examination of educational laws and policies, the process by which they are created, and their impact on schools. Analysis of leadership and communication around legal issues and policies, with emphasis on accuracy, clarity, and correct implementation. Evaluation of laws and policies, their application and outcomes, and recommended changes.

EDUC 862 • Legal Issues in Higher Education 4 Credits

Students focus on the legal foundation, framework, and issues relevant to higher education institutions. Students critique and interpret the legal and regulatory basis for relationships among educational institutions and external stakeholders. Students analyze the processes of dealing with the legal issues and risks faced by academic institutions and leaders.
Grade exceptions: Course can be graded A-F or S/U.

EDUC 863 • Topics in Education 1-4 Credits

EDUC 865 • Resource Management 4 Credits

Examination of constitutional authority for using public funds to support public schools and the tax structure used to generate revenue for schools. Evaluation of the budget process and publications implemented against recognized best practices. Application of emerging practices and essential facets of human resource management. Analysis of the resource allocation pattern of a school aimed toward improved student learning. Exploration of the relationship between personal values/ethical guidelines and resource management practices in schools.

EDUC 867 • Budgeting and Fiscal Management in Higher Education 4 Credits

Explanation of core concepts of nonprofit financial management. Analysis of the role of financial budgeting in educational institutions. Application accounting principles to educational financial transactions. Explanation of financial management practices in nonprofit higher educational institutions. Development of effective budgeting strategies. Evaluation of the impact of financial decisions on educational institutions. Integration of faith and ethical considerations into financial management.

EDUC 868 • Director of Special Education 4 Credits

Application of state and federal laws, rules, and procedures governing Special Education funding, administrative structures, and relative to school districts including board meetings, policies, communications, and practices. Understanding of the resources available, along with agencies and organizations that serve Minnesota students with a disability and their families. Understanding of Special Education program development including needs assessment, design, implementation, and evaluation.
Special Notes: It is not required but is beneficial for students to register for EDUC 868 alongside registration for EDUC 889.

EDUC 870 • Doctoral Research IV 4 Credits

Application of research design principles including selection of participants, instruments/protocols, data collection approaches, data analyses, field tests. Analysis of limitations/delimitations and ethical issues in research. Evaluation and development of data collection tools and protocols. Analysis of data using appropriate methods and tools.
Prerequisites: EDUC 850.

EDUC 877 • Practical Experience Extension 0 Credit

Extension course for continued enrollment following the term in which a doctoral level EDUC internship, practicum, clinical or other experiential course was taken, required when there are outstanding hours to be completed.

EDUC 879PT • Portfolio in Education 0.5-6 Credits

Portfolio course of preselected topics within an existing course in the field of Education.
Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.

EDUC 880 • Comprehensive Exam 0 Credit

Comprehensive examination and the portfolio review after completion of the student's final leadership course.
Grade exceptions: Graded on an S/U basis.

EDUC 881 • Comprehensive Exam 1 Credit

Comprehensive examination and the portfolio review after completion of the student's final leadership course.
Grade exceptions: Graded on an S/U basis.

EDUC 882 • Directed Study 1-6 Credits

Individual educational objectives in a specific area of study. Independent reading and/or research, or travel with related study. Designed in cooperation with program director and cohort advisor. Can also be taken by Ed.D. students completing not seeking a license.
Repeatable course: course may be repeated for credit.

EDUC 883 • Scholarly Advancement in K-12 Leadership 2,4 Credits

Advance scholarship through professional development engagement focused on a relevant K-12 education topic. Synthesis of faith/values and personal experience with course content and new learnings. Demonstration of self-awareness of leadership formation. Application of acquired knowledge in the K-12 setting.
Grade exceptions: Graded on an S/U basis. Repeatable course: Students can register for this course a maximum of two times for a total of six credits.

EDUC 884 • Applied Leadership 1-4 Credits

Application of theory and frameworks to expand leadership capacity. Implementation of a leadership project incorporating communication and collaboration skills. Integration of leadership concepts and insights from courses, research, and personal experiences.
Grade exceptions: Graded on an S/U basis. Repeatable course: Students can register for this course a maximum of two times for a total of eight credits.

EDUC 885 • Individualized Project in Higher Education 2-4 Credits

Students design and complete a practical application project that integrates concepts and insights from courses, research, and personal experiences.
Grade exceptions: Graded on an S/U basis. Repeatable course: Course may be repeated for credit.

EDUC 886 • Principal Internship 2 Credits

School-based experience of at least 320 hours in one year. 240 hours at one setting and 40 hours at each of the other two levels. Joint supervision of Bethel faculty member and onsite licensed and practicing principal. May be paid or unpaid. Direct experience in administrative duties and synthesis of learning between academic program and administrative needs of host district.
Grade exceptions: Graded on an S/U basis.

EDUC 887 • Superintendent Internship 2 Credits

School-based experience of at least 320 hours in one year, up to 280 hours in the primary setting, at least 40 hours in a second setting. Joint supervision of Bethel faculty member and onsite licensed and practicing superintendent. May be paid or unpaid. Direct experience in administrative duties and synthesis of learning between academic program and administrative needs of host district.
Grade exceptions: Graded on an S/U basis.

EDUC 888 • Teaching Internship 1-4 Credits

Teaching internship for students seeking an administrative license without the required teaching experience.
Grade exceptions: Graded on an S/U basis. Special Notes: Program director permission required for enrollment.

EDUC 889 • Director of Special Education Internship 2 Credits

School-based experience of at least 320 hours in 1 year; at least 40 hours at a special education administrative unit other than student’s primary experience. Jointly supervised by Bethel faculty member and onsite licensed and practicing director of special education. Direct experience in administrative duties; synthesis of learning between academic program and administrative needs of host district.
Grade exceptions: Graded on an S/U basis.

EDUC 890 • Dissertation Phase One 6 Credits

Development of the major research for one's academic doctoral degree. The four previous research courses provide the foundation for students to develop their dissertation proposals. Guidance is provided by the students' dissertation advisors.
Prerequisites: EDUC 870. Grade exceptions: Graded on an S/U basis.

EDUC 891 • Dissertation Phase Two 5 Credits

A continuation of EDUC 890. Following the Dissertation Procedures Guide, students work with their dissertation advisor and committee toward dissertation completion.
Prerequisites: EDUC 890. Grade exceptions: Graded on an S/U basis.

EDUC 892 • Dissertation Phase Three 1 Credit

A continuation of EDUC 891. Upon a successful final dissertation defense and submission of the dissertation to the library, a course grade is posted. Students not meeting requirements will be shifted to extension status.
Prerequisites: EDUC 891. Grade exceptions: Graded on an S/U basis.

EDUC 893 • Dissertation Phase I 4 Credits

EDUC 894 • Dissertation Phase II 3 Credits

A continuation of EDUC 893. Following the Dissertation Procedures Guide, students work with their dissertation advisor and committee toward dissertation completion.
Prerequisites: EDUC 893. Grade exceptions: Graded on an S/U basis.

EDUC 895 • Dissertation Phase III 1 Credit

A continuation of EDUC 894. Upon a successful final dissertation defense, a course grade is posted. Students not meeting requirements will be shifted to extension status.
Prerequisites: EDUC 894. Can be taken concurrently. Grade exceptions: Graded on an S/U basis.

EDUC 897 • Capstone Extension 0 Credit

Extension course for continued enrollment; required when the thesis/project course is incomplete. The extension allows students continued access to university resources. Student must be registered in an extension course at the time the thesis/project is granted final approval and receives a grade. Fee applies.
Prerequisites: EDUC 891.

SPED 510 • Education Standards Portfolio: Norm-Reference Assessment 0.5 Credits

Review of due process, data privacy, procedural safeguards, and ethical requirements of the referral, evaluation, planning, and programming processes of special education in order to be able to complete the corresponding assessment field experience.
Special Notes: This course is intended for students who only need to meet certain PELSB license standards.

SPED 520 • Education Standards Portfolio: Dyslexia 0.5 Credits

Recognition of characteristics and instructional strategies for the specific learning disability dyslexia.
Special Notes: This course is intended for students who only need to meet certain PELSB license standards.

SPED 579PT • Portfolio in Special Education 0.5-6 Credits

Portfolio course of preselected topics within an existing course in the field of Special Education.
Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.

SPED 602 • Introduction to Special Education: History, Law, Academics, and Behavior 4 Credits

Identification of the impact of historical, philosophical foundations, legal bases, and contemporary issues on special education. Exploration of disability category characteristics, cultural influences, and linguistic considerations. Description of the effects of the Individuals with Disabilities Education Act (IDEA) and the collaboration between special and general education. Introduction to functional behavioral assessments, individual and school-wide support systems, and the adaptation of evidence-based instruction. Identification of how curricular components guide instruction and analysis of positive instructional environments.

SPED 604 • Child & Adolescent Psychopathology 3 Credits

Explanation of etiology, characteristics, and classifications of behavioral disorders. Description of foundation and conceptual models related to emotional/behavioral disorders. Identification of current educational definitions, identification criteria, and labeling issues. Analysis of behavioral manifestations and the relationship between emotional/behavioral disorders. Determination of consultation with other professionals.

SPED 613 • Intervention Strategies for Moderate to Severe Behavioral Disabilities 3 Credits

Identification of policy and procedures for educational services to pre K-12 students with EBD. Application of essential features of EBD classrooms. Description of how Functional Behavior Assessments are utilized. Analysis of theories of behavior change. Description of interagency collaboration and program accommodations. Integration of faith perspective and students with EBD.

SPED 617 • Norm-Reference Assessment and Field Experience 4 Credits

Description of standards and critical elements in the special education assessment process. Identification of test development principles and evaluation of standardized assessment instruments for special education decision-making. Description of responsibilities of assessment team members. Synthesis of assessment data. Application of scriptural principles to assessment in special education. Identification of students’ strengths and needs through assessment, Development of an evaluation report, Explanation of results with family, student and staff.
Special Notes: Creation of interventions Includes 30 classroom hours.

SPED 618 • Instructional Strategies for Students with Mild-Moderate Disabilities 4 Credits

Interpretation of student performance data, employing differentiation strategies for diverse needs, and applying evidence-based instructional practices for students with mild-moderate disabilities. Creation of positive learning environments and exploration of the connection between faith concepts and K-12 special education. Development of skills for resource search and citation, distinguishing between research-based, non-research-based, and scholarly sources. Development of skills to find, review, and summarize scholarly articles and adhere to APA style while linking academic research to evidence-based practices.

SPED 623 • Consultation, Collaboration, and Resources 2 Credits

Identification of collaborative partners and structures needed to provide effective special education services to students and their families. Inclusion of community, interagency, educational organizations, and other professional services while considering family background, socioeconomic status, cultural and linguistic diversity. Evaluation of current research and its relevance to planning and implementing emerging special education practices.

SPED 627 • Programming and Planning for Special Education 2 Credits

Development and evaluation of an individual education program (IEP) based on student assessment results. Consideration of technology, supplementary aids, services, and transition needs of students. Synthesis of cultural, ethnic, and linguistic diversity.

SPED 629 • Reading Foundations and Field Experience 4 Credits

Identification of relationships, stages, and patterns among reading, writing, and oral language development, fluency and comprehension processes, instructional strategies, markers/strategies to address dyslexia, and connections between personal faith and professional role. Description of English language structure, word identification strategies, and the role of vocabulary knowledge. Determination of appropriate assessment strategies and analysis of texts for K-12 classrooms. Students will apply evidence-based lesson design, instructional methods, and assessment strategies in a 35-hour supervised K-12 field experience.

SPED 633 • Characteristics of Mild-Moderate Disabilities (ABS) 4 Credits

Exploration of the five disability categories represented under Academic Behavioral Strategist (ABS). Identification of strategies that support stakeholders of children with mild-moderate needs. Explanation of topics that form the basis for special education practice for students with mild-moderate disabilities.

SPED 635 • Responsive Instruction, Intervention, and Assessment (ABS) 2 Credits

Identification of assessment measures for instructional decisions, professional organizations and publications related to interventions, and the historical context and educational movements. Interpretation of assessment data. Designing of instruction and modifications and analysis of progress monitoring data. Description of students’ assessment results and progress understandable to all stakeholders. Identification of the impact culture and linguistics has on special education.

SPED 639 • Intro to Behavioral Methods & Mental Health for Mild-Moderate Special Needs (ABS, EBD) & Field Exper 4 Credits

Introduction to behavior methods and mental health for students with mild/moderate needs. Interventions for K-12 students with mental health and behavioral needs. Impact of mental health and behavioral labels/diagnoses within K-12 education. Identification of roles of professionals within and outside the school related to mental health.

SPED 643 • Characteristics of ASD (ASD) 2 Credits

Identification of theories, research, legal requirements and medical perspectives related to serving ASD students. Synthesis of information associated with ASD. Examination of early indicators of ASD. Identification of associated factors and their relationship to ASD behavior. Presentation of the impact of factors on ASD students. Evaluation of professional ASD-related resources.

SPED 645 • ASD: Evaluation, Communication, and Intervention Strategies 4 Credits

Exploration of the intricacies of autism spectrum disorders (ASD), covering core characteristics, comorbid conditions, collaboration, and the formulation of comprehensive assessment plans. Students develop instructional strategies targeting social, communication, academic, behavioral, and functional skills. The curriculum explores program modifications, strategies, generalization of skills, and designing communication systems and assistive technology for individuals with ASD. Course includes a 35-hour field experience focused on individualized programming, collaboration, and understanding the impact of ASD on individuals and families.

SPED 649 • Planning, Instruction, and Consultation for ASD (ASD) 4 Credits

Development of individualized programs and interventions for students with AutismSpectrum Disorders. Collaboration models and techniques for best collaborating with stakeholders. Evaluation of environments, classrooms, and academic lessons for students with Autism Spectrum Disorders. Creation of instructional strategies and resources for students with Autism Spectrum Disorders.

SPED 653 • EBD: Child and Adolescent Psychopathology 2 Credits

Explanation of etiology, characteristics, and classifications of behavioral disorders. Description of foundation and conceptual models related to emotional/behavioral disorders. Identification of current educational definitions, identification criteria, and labeling issues. Analysis of behavioral manifestations and the relationship between emotional/behavioral disorders. Determination of consultation with other professionals.

SPED 655 • Classroom-based Assessment and Field Experience 4 Credits

Description of legal, professional, and ethical standards in assessment related to informal assessment measures and environmental factors influencing student achievement and behavior. Description of student’s learning style, strengths, and analysis of behavior based on observations and assessment data. Identification of the influence diversity, age and gender have on assessment.
Prerequisites: SPED 617, can be taken concurrently.

SPED 659 • Intervention Techniques for EBD (EBD) 4 Credits

Identification of policy and procedures for educational services to pre K-12 students with EBD. Application of essential features of EBD classrooms. Description of how Functional Behavior Assessments are utilized. Analysis of theories of behavior change. Description of interagency collaboration and program accommodations. Integration of faith perspective and students with EBD.

SPED 661 • Foundations of Developmental and Cognitive Disabilities/Intellectual Disabilities 2 Credits

Examination of the historical, legal, and philosophical foundations of educating students with developmental cognitive disabilities. Survey of etiology and characteristics of students, definitions and identification, assessment, and current issues related to disabilities. Integration of personal faith, reflection, vision, and professional development practices to improve service to students and families.

SPED 667 • Instruction and Intervention for Students with Intellectual Disabilities 4 Credits

Assessment procedures for developmental cognitive disabilities. Assessment selection for data-based, educational decision-making for students with developmental cognitive disabilities/intellectual disabilities. Application of effective education planning and strategies to support improved student outcomes in the areas of social skills, academics, motor skills, communication, self-care, and home and community skills. Collection of professional resources.
Special Notes: This course includes 10 hours in a special education setting.

SPED 669 • Supporting Students with Intellectual Disabilities Across Systems 4 Credits

Exploration of how the case manager of students with intellectual disabilities and the special education process can leverage comprehensive systems, agencies, and people within and outside of schools to contribute to positive outcomes for students with complex needs.
Special Notes: This course includes a 35-hour field experience in a K-12 setting.

SPED 675 • Consultation, Collaboration & Resources 2 Credits

Identification of collaborative partners and structures needed to provide effective special education services to students and their families. Inclusion of community, interagency, educational organizations, and other professional services while considering family background, socioeconomic status, cultural and linguistic diversity. Evaluation of current research and its relevance to planning and implementing emerging special education practices.

SPED 677 • Practical Experience Extension 0 Credit

Extension course for continued enrollment following the term in which a masters level SPED internship, practicum, clinical or other experiential course was taken, required when there are outstanding hours to be completed.

SPED 700 • Characteristics of Selected Mild-Moderate Disabilities 2 Credits

The mild-moderate range of five disability categories under Academic Behavior Strategist (ABS): Learning Disabilities (LD), Emotional and Behavior Disorders (EBD), Other Health Disabilities (OHD), Developmental Disabilities (DD), and Autism Spectrum Disorders (ASD). Definitions, eligibility criteria, characteristics, curriculum, and contemporary issues of each. Students with two or more of these licenses adding ABS license will cover only the other disability areas.
Special Notes: Enrollment requires program director permission.

SPED 760 • Directed Study 1-4 Credits

Directed study experience under the guidance of a faculty member.
Repeatable course: This course may be repeated with different learning objectives for credit.

SPED 779 • DD: Practicum 3 Credits

Implementation of procedures necessary to incorporate interventions and IEPs for students with developmental cognitive disabilities using engaging resources. Management of timelines, responsibilities, and consultation with parents, school and community professionals. Analysis of personal and professional growth as a special educator (80 required hours in a special education school setting).
Prerequisites: SPED 661, SPED 667, SPED 669. Grade exceptions: Graded on an S/U basis. Special Notes: This course is for add-on SPED license candidates. DD practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies.

SPED 780 • ABS: Student Teaching 4 Credits

Implementation of procedures necessary to incorporate referral, assessment, evaluation, IEPs, and interventions for students with mild-moderate disabilities. Management of timelines and responsibilities including consultation with parents, school and community professionals. Development of strategies for efficacy and engaging resources. Analysis of personal and professional growth as a special educator. (12 consecutive weeks required) .
Prerequisites: TEAC 521, TEAC 524, TEAC 526, TEAC 528,TEAC 595, SPED 602, SPED 617, SPED 618, SPED 623, SPED 627, SPED 629, SPED 633, SPED 635, SPED 639, SPED 655. Grade exceptions: Graded on an S/U basis. ABS student teaching fee: $150. Special Notes: Graduates of the BA in Special Education Studies degree in CAPS have fulfilled all the prerequisite requirements for this course.

SPED 781 • ASD: Student Teaching 4 Credits

Implementation of procedures necessary to incorporate referral, assessment, evaluation, IEPs, and interventions for students with autism spectrum disorders. Management of timelines and responsibilities including consultation with parents, school and community professionals. Development of strategies for efficacy and engaging resources. Analysis of personal and professional growth as a special educator. (12 consecutive weeks required) .
Prerequisites: TEAC 521, TEAC 524, TEAC 526, TEAC 528,TEAC 595, SPED 602, SPED 617, SPED 623, SPED 618, SPED 627, SPED 655, SPED 629, SPED 643, SPED 645, SPED 649. Grade exceptions: Graded on an S/U basis. ASD student teaching fee: $150, out-of-region fee: $100, out-of-state fee: varies.

SPED 782 • SPED Practicum for Teachers of Other Licenses 3 Credits

Implementation of procedures necessary to incorporate referral, assessment, evaluation, IEPs, and interventions for students with disabilities in a specific license area. Management of timelines and responsibilities including consultation with parents, school and community professionals. Development of strategies for efficacy and engaging resources. Analysis of personal and professional growth as a special educator (80 required hours in a special education school setting).
Prerequisites: SPED 602, SPED 617, SPED 623, SPED 618, SPED 627, SPED 653, SPED 655, SPED 629; AND SPED 633, SPED 635, SPED 639 OR SPED 643, SPED 645, SPED 649 OR SPED 661, SPED 667, SPED 669; OR SPED 604, SPED 639, SPED 613. Grade exceptions: Graded on an S/U basis. Special Notes: Course is restricted to students who have a qualifying teacher's license. Practicum fee: $150, out-of-region fee: $100, out-of-state fee: varies.

SPED 783 • EBD: Student Teaching 4 Credits

Implementation of procedures necessary to incorporate referral, assessment, evaluation, IEPs, and interventions for students with emotional/behavioral disorders. Management of timelines and responsibilities including consultation with parents, school and community professionals. Development of strategies for efficacy and engaging resources. Analysis of personal and professional growth as a special educator. 12 consecutive weeks required.
Prerequisites: TEAC 521, TEAC 524, TEAC 526, TEAC 528, TEAC 595, SPED 602, SPED 617, SPED 623, SPED 618, SPED 627, SPED 655, SPED 629, SPED 653, SPED 639, SPED 659.. Grade exceptions: Graded on an S/U basis. EBD student teaching fee: $150, out-of-region fee: $100, out-of-state fee: varies.

SPED 784 • DD: Student Teaching 4 Credits

Evaluative procedures used in identifying and understanding students with mild-moderate-severe Developmental Cognitive Disabilities. Collaborative analysis of assessment results and creation of IEPs in a K-12 setting. Design and implementation of appropriate interventions. Analysis of personal and spiritual growth related to the role of a special education professional. 12 weeks supervised teaching experience.
Prerequisites: TEAC 521, TEAC 524, TEAC 526, TEAC 528,TEAC 595, SPED 602, SPED 617, SPED 623, SPED 618, SPED 627, SPED 655, SPED 629, SPED 661, SPED 667, SPED 669. Grade exceptions: Graded on an S/U basis. DD student teaching fee: $150, out-of-region fee: $100, out-of-state fee: varies.

SPED 786 • Academic Behavioral Strategist: Practicum 3 Credits

Implementation of procedures necessary to incorporate referral, assessment, evaluation, IEPs, and interventions for students with mild-moderate disabilities using engaging resources within the school and community. Management of timelines, responsibilities, and consultation with parents, school and community professionals. Development and analysis of personal and professional growth and efficacy as a special educator through the awareness of natural strengths, characteristics, and instructional preferences. This course is for add-on SPED license candidates. (6 consecutive weeks) .
Prerequisites: SPED 633, SPED 635, SPED 639. Grade exceptions: Graded on an S/U basis. Special Notes: This course is for add-on SPED license candidates.80 required hours in a special education school setting. Practicum fee: $100, out of region fee: $100, out-of-state fee: varies.

SPED 787 • Autism Spectrum Disorders: Practicum 3 Credits

Implementation of procedures necessary to incorporate interventions and IEPs for students with autism spectrum disorders using engaging resources. Management of timelines, responsibilities, and consultation with parents, school and community professionals. Analysis of personal and professional growth as a special educator. This course is for add-on SPED license candidates (80 required hours in a special education school setting).
Prerequisites: SPED 643, SPED 645, SPED 649. Grade exceptions: Graded on an S/U basis. Special Notes: This course is for add-on SPED license candidates. Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies.

SPED 788 • EBD: Practicum 3 Credits

Implementation of procedures necessary to incorporate interventions and IEPs for students with emotional/behavioral disorders using engaging resources. Management of timelines, responsibilities, and consultation with parents, school and community professionals. Analysis of personal and professional growth as a special educator (80 required hours in a special education school setting).
Prerequisites: SPED 653, SPED 639, SPED 659. Grade exceptions: Graded on an S/U basis. Special Notes: This course is for add-on SPED license candidates. Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies.

TEAC 521 • Foundations of Education 2 Credits

Introduction to the teaching profession and focus on influences shaping education. History, philosophy, psychology, sociology, legal matters, reform, and other current education issues. Student mental health and impact of chemicals in student lives, families, and schools. Personal growth planning, collaboration, and connection between professional responsibilities and personal faith and values.

TEAC 524 • Educational Psychology 4 Credits

Identification of different approaches to K-12 students’ development, learning, performance, and critical elements needed to structure an effective learning environment. Understanding of the developmental process of language acquisition and the influence of culture on learning. Synthesis of early assessment theory and current issues. Description of theories that influence learning and behavior related to the learning environment. Integration of Christian or personal faith perspective of learning.

TEAC 526 • General Methods of Instruction 4 Credits

Development of effective lesson plans that include all required components. Creation of effective long-range plans, assessments, and evaluations. Design of lesson plans that integrate a variety of instructional strategies and incorporate student assets including language and culture. Description of appropriate data practices related to student assessment and progress. Planning of opportunities that utilize culturally responsive practice to engage all students and especially multilingual learners and those who have been historically marginalized.

TEAC 528 • Diversity, Equity, and Inclusion in Education 4 Credits

Identification of various groups in American communities and skills to foster culturally affirming communication and collaboration. Description of Minnesota-based American Tribal Nations and communities. Analysis of how biases, discrimination, prejudices, racism, and sexism impact student learning in the classroom and influence personal identity. Recognition of the impact school environments and practices have on the delivery of equitable education.

TEAC 579PT • Portfolio in Teaching 0.5-6 Credits

Portfolio course of preselected topics within an existing course in the field of Teaching.
Special Notes: Portfolio courses are created upon request with permission by an overseeing Program Director.

TEAC 595 • School-Wide Systems Field Experience 1 Credit

Supervised observation in K-12 inclusive education setting. Analysis of student needs, classroom environments, and related cultural factors. Development of a personal standard for effective teaching. Implementation of effective lesson plans. Identification of MN edTPA language. Impact of personal faith on the special education teacher role.
Prerequisites: TEAC 526. Can be taken concurrently. Special Notes: 30 hours over 8 weeks.

TEAC 601 • Structured Literacy and the Science of Reading 3 Credits

Exploration of the cognitive science of foundation reading acquisition and components of research-based structured literacy practices in the elementary classroom. Application of Strategies for meeting the needs of all readers, including those with dyslexia.

TEAC 606 • Teacher as Leader 3 Credits

Analysis of the critical impact of the teacher in the educational process. Examination of a variety of information and formal ways in which teachers are leaders. Provision of a framework for thoughtful interaction with the changing image of teachers and the challenges of teacher leadership. Development of reflective practice and goals for leadership and professional growth are addressed.

TEAC 610 • Content Research in Practice 2 Credits

Use of evidence based research to inform instructional practice is a critical skill for practicing teachers. The ability to locate, curate, analyze and apply educational research will be mastered. Creation of unique applications of research from specific k-12 content is the primary focus of this course.

TEAC 616 • Improving Instruction 3 Credits

Examination of a variety of theories, approaches and instructional strategies that build on the experience of practicing teachers. 21st century skills and the study of model schools known for their innovative practices based on strong rationales and underlying theories. Intention of the course is to renew teachers’ current knowledge base, craft of teaching, and new models of “doing school.”.

TEAC 635 • Applied Classroom Assessment 3 Credits

Examination of the core principles of how assessment can accelerate student learning when applied systematically. Development of thinking habits that lead to consistent and purposeful implementation of practices that motivate, inspire, and empower students to take ownership of their learning.

TEAC 697 • Capstone Extension 0 Credit

Extension course for continued enrollment; required when the thesis/project course is incomplete. The extension allows students continued access to university resources. Student must be registered in an extension course at the time the thesis/project is granted final approval and receives a grade. Fee applies.
Prerequisites: TEAC 790.

TEAC 705 • Foundations and Implementation of Work-Based Learning 4 Credits

Develop an understanding of work-based learning, including its historical roots and prevalence in schools. Differentiate between program types, considering federal and state laws. Analyze employment trends and stakeholder roles. Explore skills in crafting online portfolios to support students in networking using online tools. Learn strategies for marketing programs to various audiences. Delve into connections between faith and work. Equip students with essential knowledge and practical skills for navigating work-based learning effectively.

TEAC 707 • Curriculum Design and Instructional Methods for Work-Based Learning 4 Credits

Exploration of the use of resources to connect academic coursework with life, work, and future education opportunities. Development of curricula to integrate classroom skills with real-world applications. Evaluation of career resources available to learners. Examination of the connections between faith and work. Identification of strategies to support students with unique needs in transitioning to the workforce. Reflection on the use of online portfolios for synthesizing accomplishments.

TEAC 710 • Practicum in Work-based Learning for Minnesota License 1 Credit

An 80-hour practicum focused on working with students in the classroom to coordinate a Work-Based Learning Program.
Prerequisites: TEAC 705, TEAC 707; can be taken concurrently. Special Notes: Fulfills practicum requirements for students seeking MN WBL licensure.

TEAC 715 • Practicum for Work-Based Learning 1 Credit

Complete practicum tasks at a school site, gaining hands-on experience in work-based learning. Observe a work-based learning program. Write and teach online and face-to-face work-based learning curriculum. Participate in work-site visits, leadership development.
Prerequisites: TEAC 705, TEAC 707, can be taken concurrently.

TEAC 730 • Introduction to Differentiation and Responsive Teaching 3 Credits

Overview of the theory and research of differentiated instruction as a model for acquiring content, processing ideas and developing products to effectively address varying student needs in the K-12 classroom. Focus is on instructional strategies and the practical application of differentiation in the teacher-learner's classroom. Attention to the needs of students with disabilities will be emphasized.

TEAC 731 • Responsive Pedagogy for English Language Learners 3 Credits

An overview of second language acquisition theories as the foundation for understanding learning processes of a second language learner. Focus is on differentiation for language proficiency levels and levels of former schooling while keeping the rigor of the grade-level content. Strategies for intentional academic language teaching within each content area will drive the lesson planning approach in this course. Crucial factors that influence the acquisition of the second language such as linguistic and cultural identity negotiation will also be addressed.

TEAC 732 • Culturally Responsive Instruction 3 Credits

Examination of multicultural research, theory and practice as a foundation to cultural understanding in the classroom. Exploration of their role as teacher in a culturally changing learning environment as they develop instructional strategies based on research‑based best practice to continually improve as culturally responsive practitioners.

TEAC 751 • Student Teaching Seminar 1 Credit

Analysis of the impact communication and teaching practices have on student learning. Consideration of the learner’s needs while aligning an instructional plan to help ensure student success. Application of appropriate academic language related to lesson planning, instruction, and assessment in the K-12 environment.
Corequisites: SPED 780 or SPED 781 or SPED 783 or SPED 784. EdTPA fee $300. Grade exceptions: Graded on an S/U basis. Special Notes: Cross-listed with TEAC 451.

TEAC 756 • Preparing to Write the Thesis/Collaborative Research Project 1 Credit

Preparation for the process of designing and writing a master's level thesis or collaborative research project. Exploration of the selection and refinement of a research topic; the nature and scope of master's thesis; APA style; and preparation for the oral examination process.
Grade exceptions: Graded on an S/U basis.

TEAC 765 • Topics in Teaching 1-9 Credits

Selected topics in teaching.

TEAC 771 • International Baccalaureate Foundations and Frameworks 4 Credits

Consideration of the International Baccalaureate philosophy, given students’ world view. In depth personal reflection and practice regarding an inquiry mindset. Consideration of principles of learning, curriculum structures, and assessment practices that support International Baccalaureate programming.

TEAC 772 • International Baccalaureate Pedagogy and Programme Development 4 Credits

Analysis and application of curricular design, instructional scheme, and assessment practice to one specific IB programme: Primary Years Programme, Middle Years Programme, or Diploma Programme.
Prerequisites: TEAC 771.

TEAC 790 • Thesis Writing Studio 3 Credits

Exploration of a significant educational issue relevant to the student’s professional involvement through an independent or collaborative, step by step, individually supervised process to develop a thesis or project. Defense of student’s thesis or project following collaboration with thesis advisor to ensure guidelines have been followed and requirements have been met as noted in the Bethel University Graduate Education Thesis Handbook.
Prerequisites: TEAC 756 Grade exceptions: Graded on an S/U basis.