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 594 • General Methods of Effective Instruction 3 Credits

Develop effective lesson plans that include all required components. Create effective long-range plans, assessments, and evaluations. Integrate a variety of instructional strategies within lesson plans to meet student needs. Describe appropriate data practices related to student assessment and progress.

EDUC 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. 30 hours over 10 weeks.

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: $100. Special Notes: Acceptance into Master of Arts in Teaching program required for enrollment.

EDUC 611 • Educational Research 1 Credit

Development of skills needed to search for, find, review, and summarize scholarly research articles and peer reviewed journals. Introduction to the Bethel University Library’s tools which support educational research. Understanding of APA style. Consideration of the connection between a Christian worldview and either a literature review or action research project.
Grade exceptions: Graded on an S/U basis.

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 621 • Foundations in 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 624 • Introduction to Theories and Practices of Teaching and Learning 3 Credits

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

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 634 • Psychology of Student Learning 3 Credits

Application of educational principles relevant to the physical, social, emotional, moral, and cognitive development of preadolescents and adolescents. Identification of different approaches to K-12 students’ development, learning, performance, and critical elements needed to structure an effective learning environment. Synthesis of early assessment theory and current issues. Analysis of theories and principles that influence and motivate learning, development, and behavior related to the learning environment.

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 650 • Portfolio and Licensing 1 Credit

Required of all learners currently enrolled in a Bethel University Graduate School degree program who have a teaching license and are seeking to add a license or to add to a license by taking a program-director-determined list of courses within a license program in a specified content area. Learners will demonstrate proficiency in designated Minnesota state standards via a portfolio.
Prerequisites: EDUC 627, EDUC 634, EDUC 641, EDUC 669, EDUC 665 and one from: EDUC 680 or EDUC 681 or EDUC 682 or EDUC 683 or EDUC 684 or EDUC 685 or EDUC 686 or EDUC 687. Corequisites: EDUC 778, EDUC 779. Grade exceptions: Graded on an S/U basis. Special Notes: Program Director permission and current enrollment in a Bethel University Graduate School degree program required for enrollment.

EDUC 653 • Portfolio and Licensing 1 Credit

Requirement for all students not currently enrolled in a Bethel University Graduate School degree program who have a teaching license and are seeking to add a license or to add to a license by taking a program-director-determined list of courses within a license program in Teachers of Computer, Keyboarding, and Related Technology Applications, or Teacher Coordinator of Work-based Learning. Demonstration of proficiency in designated Minnesota state standards via a portfolio.
Endorsement portfolio fee: $300. Grade exceptions: Graded on an S/U basis. Special Notes: Program director permission required.

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: EDUC 634, EDUC 641.

EDUC 661 • Field Experience 2 Credits

Participate in field experiences in K-12 schools and other school-based settings in order to apply coursework to authentic teaching experiences, observe educational contexts and receive mentoring from classroom teachers. Practice reflective skills by debriefing field experiences, writing a formative edTPA, and integrating a spiritual worldview.
Grade exceptions: Graded on an S/U basis.

EDUC 663 • Understanding Diversity and Student Needs 2 Credits

Identification of various groups in American communities and how to foster communication. Analysis of Minnesota-based American Indian tribes. Description of biases, discrimination, prejudices, racism, and sexism in the classroom and the influence personal identity has on student learning. Evaluation of the effects that various diversity factors have in the classroom.

EDUC 665 • Teaching Content Area Literacy 3 Credits

Analysis of knowledge of research-based skills and assessment strategies, reading processes, and instructional practices in the content area. Integration of various instructional strategies to support readers of various proficiency levels, linguistic backgrounds, and specific learning needs in K-12 settings. Implementation of reading research by determining strategies for developing and implementing academic language, vocabulary, fluency, orthographic knowledge, morphological relationships within words, and comprehension. Application of strategies for enhancing K-12 students’ visual, critical, vocabulary, and writing literacy.

EDUC 668 • Classroom Technology 1 Credit

Description of foundations of technology integration practices. Development of a personal technology integration philosophy. Creation of instructional materials to develop understanding of digital citizenship. Evaluation of technology integration resources. Identification of appropriate technology tools for meeting objectives. Application of best practices in technology integration. Analysis of tools for collecting data.

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: EDUC 634,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: EDUC 634, EDUC 641.

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: EDUC 634, EDUC 641.

EDUC 676 • World Languages and Cultures K-12 Teaching Methods 4 Credits

Methods and strategies for designing standards-based learning plans for grades K-12 World Languages and Cultures. Creation of assessments for evaluating student performance. Identification of effective classroom management practices in a technology-integrated environment. How second language acquisition theory informs language teaching. Demonstration of speaking proficiency in the target language and in English. Ways to involve stakeholders, co-curricular activities and extracurricular activities to create educational opportunities. Integration of personal faith or worldview on teaching languages and culture.
Prerequisites: EDUC 634, EDUC 641.

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: EDUC 634, EDUC 641.

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: EDUC 634, EDUC 641.

EDUC 680 • Methods of Teaching Mathematics, 5-12 3 Credits

Tools for becoming lifelong students of teaching. Instructional methods, class management, assessment strategies, math content in the 5–12 curriculum, the NCTM Principles and Standards, Minnesota K–12 Mathematics Framework, Minnesota Academic Standards, learning theory appropriate to mathematics teaching strategies, tools and technologies for support and enhancement of classroom instruction.
Prerequisites: EDUC 634, EDUC 641.

EDUC 681 • Methods of Teaching Science, 5-12 4 Credits

Current methods and approaches used in the teaching of science in grades 5-12. Examination of ways to develop and present curriculum with emphasis on content, scientific investigation, inquiry, assessment, and safe laboratory practices.
Prerequisites: EDUC 634, EDUC 641.

EDUC 682 • Methods of Teaching Visual Arts, K-12 3 Credits

Materials, methods, and curriculum employed in teaching art at both the elementary and secondary levels. Historical survey of philosophy of art education and present trends. Studio time for exploration and application of media suitable for both elementary and secondary levels.
Prerequisites: EDUC 634, EDUC 682.

EDUC 683 • Methods of Teaching World Languages and Cultures, K-12 3 Credits

Theories of language acquisition, language learning, and classroom methodologies at the elementary and secondary levels. Exploration of instructional resources, uses of technology, evaluative procedures, and classroom management. Development of a philosophy of communicative language teaching and practice in unit planning and teaching. Completion of oral proficiency assessment is required.
Prerequisites: EDUC 634, EDUC 641.

EDUC 684 • Methods of Teaching ESL, K-12 3 Credits

Theories of language learning, language acquisition, and classroom methodologies at the elementary and secondary levels. Exploration of instructional resources, uses of technology, evaluative procedures, and classroom management. Development of a philosophy of English as a second language, education, and practice in unit planning and teaching.
Prerequisites: EDUC 634, EDUC 641.

EDUC 685 • Methods of Teaching Communication Arts and Literature, 5-12 3 Credits

Concepts, strategies, and skills necessary for the successful instruction and assessment of students in grades 5-12 in reading, writing, speaking, media, listening, and literature.
Prerequisites: EDUC 634, EDUC 641.

EDUC 686 • Methods of Teaching Business, 5-12 3 Credits

Learn practical methods for teaching business education to middle and high school students. Students will connect their knowledge of business, both real world and course work, with an understanding of how students learn and how to best ensure student success in the classroom.
Prerequisites: EDUC 634, EDUC 641.

EDUC 687 • Methods of Teaching Social Studies, 5-12 3 Credits

Creation of short and long-range learning plans for social studies learners in grades 5-12. Analysis of how content is taught and classroom management is utilized in standards-based middle and high school classes. Design of effective instructional strategies which meet the needs of diverse learners. Implementation of formal and informal assessments.
Prerequisites: EDUC 634, EDUC 641.

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: EDUC 634, EDUC 641.

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 705 • History and Advancement of Work-Based Learning 3 Credits

Study of the history and progress of work-based learning. Examination of the federal and state legislation that applies to the field. Gives work coordinators knowledge and tools to turn students' work experiences into meaningful learning experiences. Role of human resources in an organization. Career and technical student organizations.

EDUC 707 • Designing School-Based Instruction for Work-Based Learning 3 Credits

Students design instruction for work-based programs that connect students' school experiences to the world of work. Current employment trends. Employment laws. Evaluation of resources for career development.

EDUC 709 • Implementing and Monitoring Work-Based Learning 3 Credits

Tools teacher coordinators will use to implement work-based learning. Monitoring programs. Collaborating with the community, employers, school officials, and parents. Reporting to state and other agencies.

EDUC 711 • Technology Applications for K-12 Schools 3 Credits

Technology tools (primarily software) for instructional and student use at the K-12 level. Legal, ethical, and safety issues of technology applications in schools. Software applications, including Microsoft Office suite of programs. Emerging technologies and the changing nature of technology. Writing curriculum designed to integrate technology into content areas.

EDUC 712 • Technology Curriculum Integration for K-12 Schools 3 Credits

Strategies for planning and implementing technology integration (teaching and curriculum focus) at the K-12 level. Role of leadership in developing a shared vision for integrating technology into learning. Role of technology coordinator in schools. Keyboarding and other computer input devices. Policies and procedures necessary for the use of technology.

EDUC 713 • Providing Leadership in Educational Technology for K-12 Schools 2 Credits

Development of skills for taking a leadership role in district technology planning, implementation, and assessment. Role of leadership in developing a shared vision for integrating technology into learning. Writing plans for the use of technology. Designing professional development activities.

EDUC 715 • Practicum for Teachers of Computers, Keyboarding, and Related Technology for K-12 Schools 1 Credit

Complete approximately 30-40 hours of practicum tasks at a school site, gaining hands-on experience in the use of technology to enhance learning. Write and teach keyboarding and other technology curriculum. Participate in technology planning and integration. Job shadow and interview technology leaders.
Grade exceptions: Graded on an S/U basis.

EDUC 718 • Methods of Online Teaching for K-12 3 Credits

Study of distance learning theories and best pedagogical practices of online course design and delivery. Use a learning management system to design online course content. Facilitate a strong sense of community and collaboration. Create effective supporting structures, foster effective online classroom management, evaluate student learning, and provide appropriate feedback and assessment.

EDUC 730 • Introduction to Differentiation and Responsive Teaching 3 Credits

Overview of the theory and research of differentiated instruction as a model for acquiring content, in processing ideas and in 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-student's classroom. Meeting the needs of students with disabilities will be emphasized.

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 746 • Management Strategies for Inclusive Classrooms 3 Credits

Critical analysis of the way in which difference impacts relationships between teachers and students in the classroom. Apply specific strategies for maintaining an environment in which a variety of differences are honored so the teacher can authentically connect with each student as a unique and valued individual. .
Prerequisites: EDUC 745.

EDUC 747 • Facilitating Unified Classrooms 4 Credits

A deep examination of the dynamics that emerge among the people in a classroom community, with a specific emphasis on facilitating opportunities for all individuals to be included by others. Synthesize learning from previous courses to maximize the implementation of impactful and practical strategies that address some of the most sophisticated intricacies of managing a classroom.
Prerequisites: EDUC 745, EDUC 746.

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 750 • Student Teaching Seminar 3 Credits

Development of reflective skills, professional qualities, and instructional and evaluative skills.  Clarification of personal teaching/learning beliefs, modification of instruction for diverse student needs, and development of effective learning environments. Embeded differentiated instruction for ELS and special education students in the general education classroom. Refinement of assessment strategies and classroom management techniques that maximize student learning.
Prerequisites: EDUC 627, EDUC 634, EDUC 641, EDUC 669, EDUC 665 and one from: EDUC 680 or EDUC 681 or EDUC 682 or EDUC 683 or EDUC 684 or EDUC 685 or EDUC 686 or EDUC 687. Corequisites: EDUC 778, EDUC 779. ENVoY classroom management training fee: $60.

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, EDUC 634, EDUC 641, EDUC 669, EDUC 665 and one from: EDUC 659 or EDUC 671 or EDUC 672 or EDUC 674 or EDUC 676 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 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 774 • Capstone 1 Credit

Synthesis of the International Baccalaureate’s pedagogical frameworks and assessment processes. Incorporation of personal education philosophy including both mission and approach to teaching and learning with consideration of one’s own worldview.
Prerequisites: EDUC 771, EDUC 772, EDUC 773.

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, EDUC 634, EDUC 641, EDUC 669, EDUC 665 and one from: EDUC 680 or EDUC 681 or EDUC 682 or EDUC 683 or EDUC 684 or EDUC 685 or EDUC 686 or EDUC 687. Corequisites: EDUC 779, EDUC 750. EdTPA fee: $300; Student teaching fee: $150; Out of state fee: varies. Grade exceptions: Graded on an S/U basis. Special Notes: Taken concurrently with EDUC 750 or EDUC 753. 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, EDUC 634, EDUC 641, EDUC 669, EDUC 665 and one from: EDUC 680 or EDUC 681 or EDUC 682 or EDUC 683 or EDUC 684 or EDUC 685 or EDUC 686 or EDUC 687. Corequisites: EDUC 778,EDUC 750. 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 EDUC 750.

EDUC 781 • Student Teaching II 1 Credit

Continuation of student teaching for a K-12 teaching license. 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 instruction. Execution of effective classroom management techniques. Establishment of relationships, through effective verbal and written communication, with parents/guardians, counselors, teachers, and other stakeholders.
Prerequisites: EDUC 627, EDUC 634, EDUC 641, EDUC 669, EDUC 665 and one from: EDUC 659 or EDUC 671 or EDUC 672 or EDUC 674 or EDUC 676 or EDUC 678 or EDUC 679 or EDUC 689. Corequisites: EDUC 778,EDUC 753. Student Teaching Fee: $100, Out of state: varies. Grade exceptions: Graded on an S/U basis. Special Notes: Departmental approval required for enrollment.

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 800 • Historical, Cultural, and Philosophical Issues Impacting School Administration 3 Credits

Examination of the roles school leaders play as they pertain to ethics and influencing the school community. Analysis of how the field of education changes and the factors that influence change. Analysis of the historical, philosophical and cultural aspects of educational reform. Exploration of the balance between personal faith and/or values and professional leadership in an environment characterized by separation of church and state .
Ed.D. assessment fee: $300.

EDUC 801 • Historical, Cultural, and Philosophical Issues Impacting Educational Leadership 3 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.
$200 Transcription fee.

EDUC 805 • Principles of Organizational Leadership 3 Credits

Application of theory and practice of leadership to educational settings. Implementation of organizational leadership theories and change theory while incorporating a values-informed worldview. Synthesis of philosophical and values anchors, shared priorities and commitments, and vision through policy and program development.

EDUC 807 • Organizational Leadership in Higher Education 3 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 and Instructional Management and Student Development 3 Credits

Application of issues and trends in curriculum and instruction. Development of an effective curricular and instructional plan for your organization. Analysis of district-wide literacy initiatives and the leading of school-wide literacy efforts. Understanding of the importance of professional development in the areas of curriculum and instruction. Identification of research and best practices on integrating curriculum, technology, and relevant resources. Development of knowledge and skills needed to be an effective curriculum and instructional leader.

EDUC 812 • Curriculum Design and Instructional Management in Higher Education 3 Credits

Fundamentals of curriculum design, effective curriculum planning and implementation are analyzed along with trends, issues, forces, and ideas affecting curriculum in higher education. Cognitive and behavioral issues and theories of learning are synthesized as they impact student development theory and personal and professional formation. Various models for working with academic departments are analyzed. Effective techniques for working with culturally and academically diverse student populations are examined and practiced.

EDUC 818 • Comparative Analysis of Issues in Higher Education 3 Credits

Examination of the forces that affect higher education globally. Analysis of the global issues relevant to various aspects of higher education. Description of the historical roots of higher education globally. Application of a critical lens to debates in higher education. Evaluation of higher education across cultural and national contexts.

EDUC 819 • Meeting the Needs of All Stakeholders 3 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. Examination of the changing needs of school communities as sociocultural environments. Embedding of relevant resources that support 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 820 • Doctoral Research I 3 Credits

Introduction to the philosophical foundations of empirical research with an emphasis on qualitative research design and methodology. Assessment of the overall role of research in educational administration. Critique and analysis of qualitative research in the literature. Application of sound research principles in the design of a basic qualitative study.
Special Notes: Grade type chosen must remain consistent for EDUC 820, EDUC 845, EDUC 850, and EDUC 870.

EDUC 825 • Leadership for Inclusive Learning Environments 3 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 3 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 3 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 personalization.

EDUC 832 • Leadership of Academic & Support Systems in Higher Education 3 Credits

Exploration of functions within academic and support departments in colleges and universities. Including academics, accreditation, human resources, enrollment, student development, student support, security, marketing, alumni services, and development. Integration of personal values and belief system with identified best practices in educational leadership.

EDUC 835 • Measurement and Assessment 3 Credits

Engagement in contextual learning experiences that apply principles and practices involved in educational institution’s assessment processes including their uses, misuses, and limitations. Exploration of concepts and skills involved in employing descriptive statistics. Investigation and discussion of ethical issues in assessment, factors that influence test performance, and issues found in current scholarly research.

EDUC 837 • Institutional Assessment in Higher Education 3 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 3 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 3 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 3 Credits

Development of empirical research with an emphasis on quantitative research. Examination of basic principles and philosophy of post-positivist worldview. Exploration of research design, analysis, ethics and interpretation of quantitative method. Critique and analysis of quantitative research in the literature is a primary learning activity.
Prerequisites: EDUC 820.

EDUC 846 • Academic Writing for Graduate Students 3 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.

EDUC 850 • Doctoral Research III 3 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: The course will be graded on an A/F basis.

EDUC 855 • Administrators as Agents of Change 3 Credits

Application of critical leadership and change concepts within an educational setting. Integration of literature and information on educational and organizational change. Development of personal qualities that are found in effective leaders. Application of research based practices to a change situation. Integration of a personal moral or faith-based perspective from a leadership perspective. Incorporation of ideas and concepts from other experts into ongoing strategies as a leader.

EDUC 857 • Leaders as Agents of Change in Higher Education 3 Credits

Immersion into educational change and problem-solving process in higher education. Need for change, visionary leadership capacity and skills for designing, leading, and sustaining meaningful ongoing educational change. Current changes and trends, their impact on education, leaders in change. Change literature. Complex change initiatives in students’ own context/setting. Philosophies and strategies for implementing significant change.

EDUC 858 • Re-imagining Higher Education 3 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.
Prerequisites: EDUC 818.

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 3 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 policy, along with their application and outcomes, to recommend change.

EDUC 862 • Legal Issues in Higher Education 3 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.

EDUC 863 • Topics in Education 1-4 Credits

EDUC 865 • Resource Management in K-12 Education 3 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 3 Credits

Students learn about the economic engines of higher education, budgeting concepts, factors that drive revenue and expenses in higher education, and practices that ensure accountability, accuracy, and transparency. Students also gain skills in budgeting processes and advocacy, and calculating costs of academic programs.

EDUC 868 • Director of Special Education 3 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 3 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 880 • Comprehensive Examination 0 Credit

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

EDUC 881 • Comprehensive Examination and Portfolio Review 1 Credit

Comprehensive examination and the portfolio review after completion of the student's final didactic 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.

EDUC 883 • Scholarly Advancement in K-12 Leadership 3 Credits

Advance scholarship through professional development engagement. Synthesize faith, personal beliefs, coursework, and personal experience with new learnings. Articulate leadership formation relevant to course experience.
Grade exceptions: Graded on an S/U basis.

EDUC 884 • Applied Leadership 1-3 Credits

Application of theory and content to expand leadership capacity. Integration of leadership concepts and insights from courses, research, and personal experiences.
Grade exceptions: Graded on an S/U basis.

EDUC 885 • Individualized Project in Higher Education 3-4 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 3 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 3 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 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 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 3 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, 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 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 600 • Characteristics of Mild-Moderate Disabilities 3 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. Identification of the impact culture and linguistics has on special education.

SPED 601 • Characteristics of ASD 3 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 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 605 • Introduction to Special Education 1 Credit

Identification of the impact historical and philosophical foundations, legal bases, and contemporary issues have on special education. Identification of common disability category characteristics. Description of the impact culture, faith, and linguistics have on special education. Description of how the Individuals with Disabilities Education Act (IDEA) impacts special education.

SPED 607 • Foundations of Developmental and Cognitive Disabilities/Intellectual Disabilities 3 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 608 • Introduction to Academic Instruction and Behavior Management for the Exceptional Learner 3 Credits

Introduction to how special education and general education academic systems work together. Identification of functional behavioral assessments processes and principles of individual and school-wide systems of supports. Demonstration of how evidence-based instruction can be adapted. Identification of how required curricular components direct instruction. Analysis of positive instructional environments.

SPED 610 • Norm-Referenced Assessment 3 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.
Corequisites: SPED 670, SPED 655. Assessment materials fee: $10.

SPED 611 • Autism Spectrum Disorders: Assessment, Communication and Instructional Strategies 3 Credits

Generation of comprehensive assessment plan for ASD evaluation. Designing of instruction based on evaluation results, in collaboration with outside service providers. Designing of communication and assistive technology systems for individuals with ASD. Development of instructional programs and opportunities that support individuals with ASD and promote social participation and interpersonal interactions.

SPED 612 • Planning, Instruction & Consultation for ASD 3 Credits

Development of individualized programs and interventions for students with Autism Spectrum 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 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 615 • Instruction and Intervention for Students with Intellectual Disabilities 3 Credits

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.

SPED 618 • Foundations of Instructional Strategies for Students with Mild-Moderate Disabilities 3 Credits

Interpretation of student performance data. Description of differentiation strategies. Application of evidence-based instructional practices and theories for students with a range of disabilities and diverse needs. Designing of positive instructional environments. Reflection on the relationship between faith concepts and educational practice in K-12 special education.

SPED 619 • Supporting Students with Intellectual Disabilities Across Systems 3 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.

SPED 620 • Reading Foundations 3 Credits

Identification of relationships among reading, writing, and oral language, comprehension processes, and instructional strategies. Description of the structure of the English language and word identification strategies, and the role of vocabulary knowledge in language. Analysis of different texts for K-12 classrooms. Assessment strategies for reading and writing needs. Recognition of characteristics and instructional strategies for the specific learning disability: dyslexia.

SPED 621 • Reading Field Experience 1 Credit

Supervised reading instruction in a K-12 setting. Assessment and analysis of reading ability. Creation of lessons and application of reading instruction skills/strategies. Designing of an environment that fosters reading. Identification of how personal faith connects with the professional responsibilities of a teacher. 30 hours over 12 weeks.
Prerequisites: SPED 620.

SPED 625 • Special Education: Planning and Programming 3 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. Demonstration of best practice and collaboration techniques between school, family, and outside agencies.

SPED 631 • Responsive Instruction, Intervention, and Assessment 3 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.

SPED 641 • Introduction to Behavioral Methods & Mental Health for Mild to Moderate Special Needs 3 Credits

Introduction to behavior methods and mental health for students with mild/moderate SPED 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 655 • Classroom-Based Assessment 3 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. Corequisites: SPED 610, SPED 670.

SPED 670 • Special Education Assessment Field Experience 1 Credit

Identification of students’ strengths and needs through assessment. Identification of the purpose of multidisciplinary teams. Development of an evaluation report. Explanation of assessment results with family, student and staff. Creation of interventions. Development of a plan for continued professional development in the area of assessment. 30 hours/12 weeks .
Corequisites: SPED 610, SPED 655 Special Notes: A test kit replacement fee of $700 will be charged to your account two weeks after the final grade is posted if the test kit has not been returned.

SPED 671 • ASD Field Experience 1 Credit

Identification of the impact characteristics and collaboration in coordinating resources have on learners with autism. Description of individualized programming based on evaluation results. Explanation of how lessons target social, communication, academic, behavioral, functional skills. Identification of program modifications. Interpretation of how instructional strategies promote the generalization of skills.
Special Notes: 35 hour field experience.

SPED 672 • Emotional/Behavioral Disabilities: Field Experience 1 Credit

A 35-hour field experience in which students complete observational experiences in mild, moderate, and severe K-12 EBD settings. Participate in behavioral techniques and programming, accommodations and modifications both in the resource and general education classrooms, and observe mental health providers for K-12 EBD students with mild, moderate and severe needs.

SPED 673 • ABS Field Experience 1 Credit

A 35-hour field experience in which students observe K-12 educational programming process for children with mild to moderate disabilities in the areas of LD, EBD, DCD, ASD, and OHD with an emphasis on defining characteristics in each category. Experience the referral process, evaluation, eligibility, IEP development, programming, and professional collaboration to prepare for work in this field.

SPED 674 • Development Disabilities: Field Experience 1 Credit

Observation of K-12 educational programming processes for students with mild, moderate, or severe disabilities in the areas of developmental cognitive disabilities/intellectual disabilities (DCD). Experience with referral process, evaluation, eligibility, IEP development, programming, and professional collaboration. Integration of personal faith perspective with vision for serving students with DCD.
Special Notes: 35 hour supervised observation experience.

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

SPED 779 • Developmental Disabilities: 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).
DD practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Grade exceptions: Graded on an S/U basis. Special Notes: This course is for add-on SPED license candidates.

SPED 780 • Student Teaching - Academic Behavior Strategist 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: SPED 600, SPED 605, SPED 608, SPED 610, SPED 618, SPED 620, SPED 621, SPED 625, SPED 631, SPED 641, SPED 655, SPED 670, SPED 673, EDUC 594, EDUC 596, EDUC 619 EDUC 621, EDUC 624. 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. 202472

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: SPED 601, SPED 605, SPED 608, SPED 610, SPED 611, SPED 612, SPED 618, SPED 620, SPED 621, SPED 625, SPED 655, SPED 670, SPED 671, EDUC 621, EDUC 624, EDUC 594, EDUC 595, EDUC 663, EDUC 668. Grade exceptions: Graded on an S/U basis. 202472 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 604, SPED 605, SPED 608, SPED 610, SPED 613, SPED 618, SPED 620, SPED 621, SPED 625, SPED 641, SPED 655, SPED 670, SPED 672, 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 • Emotional/Behavioral Disabilities: 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: SPED 604, SPED 605, SPED 608, SPED 610, SPED 613, SPED 618, SPED 620, SPED 621, SPED 625, SPED 641, SPED 655, SPED 670, SPED 672, EDUC 594, EDUC 595, EDUC 621, EDUC 624, EDUC 663, EDUC 668. Grade exceptions: Graded on an S/U basis. 202472 EBD student teaching fee: $150, out-of-region fee: $100, out-of-state fee: varies.

SPED 784 • Developmental Disabilities: 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: SPED 605, SPED 607, SPED 608, SPED 610, SPED 615, SPED 618, SPED 619, SPED 620, SPED 621, SPED 625, SPED 655, SPED 670, SPED 674, EDUC 621, EDUC 624, EDUC 594, EDUC 595, EDUC 663, EDUC 668, Grade exceptions: Graded on an S/U basis. 202472 DD student teaching fee: $150, out-of-region fee: $100, out-of-state fee: varies.

SPED 786 • ABS: Practicum 3 Credits

Implementation of procedures necessary to incorporate interventions and IEPs for students with mild-moderate 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).
Practicum fee: $100, out of region fee: $100, out-of-state fee: varies. 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.

SPED 787 • ASD: 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).
Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Grade exceptions: Graded on an S/U basis. Special Notes: This course is for add-on SPED license candidates.

SPED 788 • Emotional/Behavioral Disabilities: 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).
Practicum fee: $100, out-of-region fee: $100, out-of-state fee: varies. Grade exceptions: Graded on an S/U basis. Special Notes: This course is for add-on SPED license candidates.

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 710 • Practicum in Work-based Learning 1 Credit

An 80-hour practicum focused on working with students in the classroom to coordinate a Work-Based Learning Program.
Prerequisites: EDUC 705,EDUC 707, EDUC 709, any can be taken concurrently. Special Notes: This practicum is only required for Minnesota students seeking the Work Based Learning license.

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 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 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.