Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing.

Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing. prereq: CEHD student, honors, 1st-term fr

This course will examine normative physical, social, and cognitive development from the prenatal period through adolescence. The major goals include fostering an understanding of the usefulness of a developmental approach to psychological issues, familiarizing students with current research and methodology in developmental psychology, and engaging students in the experiences of developmental psychology through observation and analysis of child behavior. PSY majors should take the cross-listed course CPSY 3301.

This course will examine normative physical, social, and cognitive development from the prenatal period through adolescence. The major goals include fostering an understanding of the usefulness of a developmental approach to psychological issues, familiarizing students with current research and methodology in child psychology, and engaging students in the experiences of developmental psychology through observation and analysis of child behavior. This course is intended for non-Child Psychology/Early Childhood majors. Those majors should take the cross-listed course CPSY 2301.

This course will examine normative physical, social, and cognitive development from the prenatal period through adolescence. The major goals include fostering an understanding of the usefulness of a developmental approach to psychological issues, familiarizing students with current research and methodology in developmental psychology, and engaging students in the experiences of developmental psychology through observation and analysis of child behavior. This course is intended for University Honors Program students both within and outside of the Developmental Psych/Early Childhood programs.

Development of social relations and personality; research, methodology, and contrasting theoretical perspectives. Survey of findings on interpersonal relationships, the concept of self, prosocial and antisocial behavior, and acquisition of social roles. prereq: CPSY 2301 / 3301 or equiv

Introduction to the scientific study of cognitive development (children's thinking) from infancy through adolescence. Focus on research and practical applications. Specific topic areas include infant perception and cognition, attention and memory development, language and symbolic thinking, social cognition, executive function. prereq: CPSY 2301 or 3301 or equivalent

This course offers a great introduction to the early childhood experience for those interested in working with young children. Helpful first course to explore Early Childhood major (can also count in CPSY BA). Students will review early development and learn how this knowledge is applied in educational and early care settings. Spend time observing early childhood programs through field experiences around the city.

This course traces the history of early childhood education from Plato to the present, as well as explores various program models and the standards movement, including the Minnesota Early Learning Indicators. The course includes lecture, discussion, videos and vignettes, assignments, and requires students to begin developing a personal teaching philosophy. It is also a writing intensive course which incorporates writing instruction and professional writing expectations throughout all course assignments and activities.

This course explores social and emotional development throughout the early childhood (0-8) years. Explore the variety of ways that social interactions and emotional understanding occur in young children with a special emphasis on the role of adults in facilitating these processes. Students will encounter a blend of theory and application as they learn to promote children's mental health, understand special circumstances such as trauma, and respond to challenging behaviors across early learning settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.

This is a required methods course for students in the Early Childhood Education major (Licensure and Individualized-Studies Tracks) and the Early Childhood Education Initial Licensure Program. It is intended to prepare students to work with and teach typically and non-typically developing children from birth to age 8. Through lecture, videos, small group projects, hands-on exploration of materials and actual implementation of course principles with children, students will practice and learn to: -carefully observe children to identify their individual learning characteristics. -assess children?s developmental characteristics in the cognitive and language domains. -plan relevant and appropriate curriculum to foster growth and development in the areas of cognition, language, and literacy. -write goals and lesson plans focusing on the curriculum areas of math, science, language and literacy. -document and reflect on children?s learning and development. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.

Learn how young children develop creativity and motor skills from birth - age 8. Engage in hands-on exploration of creative classroom materials and reflection. Complete action-oriented and applied assignments with small groups of children in early childhood education settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood and ECSE students.

Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.

This course traces the history of early childhood education from Plato to the present, as well as explores various program models and the standards movement, including the Minnesota Early Learning Indicators. The course includes lecture, discussion, videos and vignettes, assignments, and requires students to begin developing a personal teaching philosophy. It is also a writing intensive course which incorporates writing instruction and professional writing expectations throughout all course assignments and activities.

Classroom management, instructional planning, working with families in elementary classroom. Assigned readings, lectures, classroom activities, assignments. prereq: [Elementary ed or early childhood ed foundations major], concurrent practicum experience

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

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

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

Diverse educational technology in K-12 classrooms. Effective use of technology. Computer technologies used to stimulate personal productivity/communication and to enhance teaching/learning processes. prereq: [MEd/initial licensure or CLA music ed major or preteaching major or instr consent], basic computer skills

Issues of prejudice/discrimination in terms of history, power, social perception. Knowledge/skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, leadership, judgment/decision making, prejudice reduction, conflict resolution, teaching in diverse educational settings. prereq: MEd/init lic or CLA music ed or preteaching or instr consent

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

Math modeling, including linear, polynomial, rational, exponential, logarithmic functions, counting/probability. Excel or calculators used to develop equations/graphs from theoretical/real interdisciplinary data. Projects enable students to use models to examine trends, make predictions. prereq: Three yrs high school math or grade of at least C+ in PsTL 0731 or PsTL 0732 or CI 0832 or placement test score or instr consent

For pre K-6 pre-service teachers. Introduction to linguistics. Linguistic terminology and how to apply methods of linguistic analysis to English, focusing on educational settings and classroom instruction.

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

The ability to acquire and use language is a biological trait of the human species. This capacity for language manifests itself as thousands of particular languages spoken around the world in communities large and small. But what is language? What does it mean for a human to ?know? a particular language? How do children acquire this knowledge? How do we use language to communicate? These are some of the important questions addressed by the field of linguistics, the scientific study of the human capacity for language in its physiological, cognitive, historical, and social manifestations. This course introduces some of the essential findings of linguistics: first and foremost, that all varieties of all languages are intricately structured at multiple distinct but related levels. Second, that this intricate structure can be described in terms that are not only precise, but which apply to all human languages. We will work to replicate some of these findings by deploying simple analytical methods on data from a variety of languages. These methods allow us to answer questions about the different structural components of language: phonology (how do speech sounds pattern?), morphology (what are possible words and how are they built?), and syntax (what is the hierarchical structure underlying sequences of words?). In all instances these methods require that we pay attention to basic notions of semantics, from which more complex conceptions of meaning will emerge. Having characterized language as an intricately-structured system of knowledge, we will then possess the tools to ask a number of additional questions about language and cognition. How does such complex knowledge play into the actual task of sentence production or comprehension? What do we know about the neural implementation of this knowledge in human brains? How does child language acquisition proceed, and what makes it so much more robust than language acquisition later in life? Do animals have languages of their own? Can they learn human languages? Finally, we will turn our attention to variation in language patterns observed over the passage of time, across geographical space, and within social systems. How and why do languages change over historical time? What can we know about languages spoken before the invention of writing? What distinctions exist between languages spoken in different places, and how can we tell whether similarities are due to genealogical relationships? How do new languages emerge? How do languages disappear? How does language use vary between individuals from the same place or the same community? How do socioeconomic class, ethnicity, and gender relate to the linguistic behavior of individuals? How does language policy affect educational outcomes? What about social cohesion and conflict? Although we will find that most of these questions lack definitive answers, we will develop an understanding of what it takes to ask them meaningfully and precisely. In particular, we will be able to eliminate false or misleading answers, especially when they fail to take into account the observable and describable properties of the human capacity for language.

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

Classic/contemporary books for children in all genres, created by authors/illustrators. Research in transactional theory. Cultural authenticity. Reading, discussion, group activities, interactive lectures, projects.

Reading processes, development of readers. Assessment and tutoring of individual children in reading and other literacy practices. prereq: CI 3610 and concurrent registration with CI 5414

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

Student teaching plus weekly seminar for students pursuing the Early Childhood teaching licensure. Application of theory/research relating to teaching preschool children. Student teach either 5 mornings per week (7:45-12:30) for 8 credits or 3 afternoons per week (11:45-4:30) for 6 credits. In addition, ALL students participate in weekly (Fridays 12:30-2) seminars. Prereq: Early Childhood or ECSE student plus successful completion of CPSY 5241, 5252, 5253, and 5254.

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

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

Classroom management, instructional planning, working with families in elementary classroom. Assigned readings, lectures, classroom activities, assignments. prereq: [Elementary ed or early childhood ed foundations major], concurrent practicum experience

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

Diverse educational technology in K-12 classrooms. Effective use of technology. Computer technologies used to stimulate personal productivity/communication and to enhance teaching/learning processes. prereq: [MEd/initial licensure or CLA music ed major or preteaching major or instr consent], basic computer skills

Issues of prejudice/discrimination in terms of history, power, social perception. Knowledge/skills acquisition in cooperative learning, multicultural education, group dynamics, social influence, leadership, judgment/decision making, prejudice reduction, conflict resolution, teaching in diverse educational settings. prereq: MEd/init lic or CLA music ed or preteaching or instr consent

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

Math modeling, including linear, polynomial, rational, exponential, logarithmic functions, counting/probability. Excel or calculators used to develop equations/graphs from theoretical/real interdisciplinary data. Projects enable students to use models to examine trends, make predictions. prereq: Three yrs high school math or grade of at least C+ in PsTL 0731 or PsTL 0732 or CI 0832 or placement test score or instr consent

For pre K-6 pre-service teachers. Introduction to linguistics. Linguistic terminology and how to apply methods of linguistic analysis to English, focusing on educational settings and classroom instruction.

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

The ability to acquire and use language is a biological trait of the human species. This capacity for language manifests itself as thousands of particular languages spoken around the world in communities large and small. But what is language? What does it mean for a human to ?know? a particular language? How do children acquire this knowledge? How do we use language to communicate? These are some of the important questions addressed by the field of linguistics, the scientific study of the human capacity for language in its physiological, cognitive, historical, and social manifestations. This course introduces some of the essential findings of linguistics: first and foremost, that all varieties of all languages are intricately structured at multiple distinct but related levels. Second, that this intricate structure can be described in terms that are not only precise, but which apply to all human languages. We will work to replicate some of these findings by deploying simple analytical methods on data from a variety of languages. These methods allow us to answer questions about the different structural components of language: phonology (how do speech sounds pattern?), morphology (what are possible words and how are they built?), and syntax (what is the hierarchical structure underlying sequences of words?). In all instances these methods require that we pay attention to basic notions of semantics, from which more complex conceptions of meaning will emerge. Having characterized language as an intricately-structured system of knowledge, we will then possess the tools to ask a number of additional questions about language and cognition. How does such complex knowledge play into the actual task of sentence production or comprehension? What do we know about the neural implementation of this knowledge in human brains? How does child language acquisition proceed, and what makes it so much more robust than language acquisition later in life? Do animals have languages of their own? Can they learn human languages? Finally, we will turn our attention to variation in language patterns observed over the passage of time, across geographical space, and within social systems. How and why do languages change over historical time? What can we know about languages spoken before the invention of writing? What distinctions exist between languages spoken in different places, and how can we tell whether similarities are due to genealogical relationships? How do new languages emerge? How do languages disappear? How does language use vary between individuals from the same place or the same community? How do socioeconomic class, ethnicity, and gender relate to the linguistic behavior of individuals? How does language policy affect educational outcomes? What about social cohesion and conflict? Although we will find that most of these questions lack definitive answers, we will develop an understanding of what it takes to ask them meaningfully and precisely. In particular, we will be able to eliminate false or misleading answers, especially when they fail to take into account the observable and describable properties of the human capacity for language.

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

Classic/contemporary books for children in all genres, created by authors/illustrators. Research in transactional theory. Cultural authenticity. Reading, discussion, group activities, interactive lectures, projects.

Reading processes, development of readers. Assessment and tutoring of individual children in reading and other literacy practices. prereq: CI 3610 and concurrent registration with CI 5414

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

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

KIN 3327 addresses inquiry, research, and reflection through class projects, reading assignments, discussions, and team-teaching. Inquiry is addressed as classroom teachers review several sources in order to formulate a philosophy about physical education and its importance in the lives of the students they teach. Research takes place as students delve into current curriculum practices, methodology and strategies as well as knowledge of age level characteristics and developmentally appropriate activities. Reflection is twofold as student?s team-teach a variety of lessons. Students must present post reflective comments on their own teaching as well as offering positive comment as peers present physical education lessons. This course is activity based and is designed to give the classroom teacher the ability to teach elementary physical education with age appropriate, energizing activities. We will be utilizing the classroom and the gymnasium for instruction and team-teaching. Gymnasium classes will be active, experiencing current curriculum ideas and methodology. As classroom teachers, please realize the importance of physical education to the total school curriculum including the health, social, and emotional benefits for the child.

Math content knowledge of K-6 in an environment modeling pedagogy for future implementation. Integrated content/methods. Problem solving, connections, communication, reasoning, representation. Functions, proportionality, number, numeration. prereq: [College algebra, elementary FOE or Early Childhood student, jr status or above] or instr consent

Math content knowledge of K-6 in an environment modeling pedagogy for future implementation. Integrated content/methods. Problem-solving, connections, communication, reasoning, representation. Geometry, measurement, probability, statistics. prereq: MthE 3101, college algebra OR concurrent enrollment in MthE 3101

Laboratory-based introductory class where students learn by experimenting and model building and testing. Topics include electric circuits, light and color, and observational astronomy. Emphases include the nature of science and science learning, effective strategies for team-based learning, and logical reasoning skills.

The goal of this course is to provide students with a background of the core physical, linguistic, and perceptual concepts related to speech. This course talks about the acoustics of speech as well as the main principles that are used to describe articulation and phonetics. We will examine the aerodynamic and acoustic principles that underlie sound production. The course also covers basics of auditory perception and how computers can be used to analyze and manipulate speech. Through an emphasis on physical analysis grounded in scientific principles, this course satisfies the university's physical sciences with laboratory liberal education requirement.

Laboratory-based introductory physics. Topics selected to apply to elementary school curriculum: earth's motion, properties of matter, heat and temperature, kinematics, and electric current. prereq: College algebra; no credit for CSE students or students who have completed PHYS 1201/1202, PHYS 1301/1301, PHYS 1401/1402, or PHYS 1501/1502.

Fundamental principles of physics in the context of everyday world. Use of kinematics/dynamics principles and quantitative/qualitative problem solving techniques to understand natural phenomena. Lecture, recitation, lab. prereq: High school algebra, plane geometry, trigonometry; primarily for students interested in technical areas

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

The human place in the Universe. Study of Earth, other planets, sun, stars, galaxies. Background and fragility of life on Earth. Scale, origin, history of universe and our relationship to it.

A pre-calculus introduction to the nature of the atmosphere and its behavior. Topics covered include atmospheric composition, structure, stability, and motion; precipitation processes, air masses, fronts, cyclones, and anticyclones; general weather patterns; meteorological instruments and observation; weather map analysis; and weather forecasting.

How various processes in the ocean interact. Marine biology, waves, tides, chemical oceanography, marine geology, and human interaction with the sea. Labs include study of live marine invertebrates, manipulation of oceanographic data, and discussion using videos showing unique aspects of ocean research.

A one-semester exploration of the genetic, evolutionary, and ecological processes that govern biological diversity from populations to ecosystems. We explore how these processes influence human evolution, health, population growth, and conservation. We also consider how the scientific method informs our understanding of biological processes. Lab. This course is oriented towards non-majors and does not fulfill prerequisites for allied health grad programs.

This course is designed as a one-semester exploration of biology from the standpoint of the evolution and biology of sex. It emphasizes scientific processes, evolution, sexual behavior, reproductive biology, and diversity with respect to sexual orientation, reproductive strategies, and gender identity. Lab activities complement these topics. This course does not fulfill prerequisites for allied health grad programs.

One semester exploration of human anatomy and physiology within the context of ethics; topics such as human genetic diversity, organs and tissues, disease and reproduction. Weekly policy debates. Active learning format. Animal dissections required. Suitable for students in any major. Must be taken in addition to BIOL 1009 to fulfill prerequisites for allied health grad programs. This course explores several interdisciplinary questions, each of which addresses biology through an ethical and societal lens. In ?What makes humans unique??, we will consider the evolution of human traits, how the concept of race relates to human genetic diversity, and the fallibility of human memories. In ?How does blood and organ donation work??, we will examine how our bodies can recognize and respond to foreign materials, how vaccines work, and who should have access to life saving tissue and organ transplants. In ?How do stress, diet and exercise affect health?? ,we will consider disparities in access to adequate nutrition, exposure to stress, and exercise, and how these affect our bodies and our mental health. Lastly, in ?How does a unique individual develop from a single cell?, we will examine how a single cell develops into a fully functional human being, and how similar processes lead to cancer. We will also consider the role of genes and hormones in human reproduction and the development of reproductive structures in embryos, while explicitly addressing the ethics of the distinctions between the concepts of sex characteristics, sex assigned at birth, and gender. We will learn how a cell can become cancerous, as well as how a cell develops into a fully functioning human being. Additionally, we will consider the role of hormones in the development of male, female, and intersex organs, while being explicit about the differences between gender, sexual orientation, and sex assigned at birth. In lecture, instructors and teaching assistants will support students as they evaluate data and work through concepts in teams. Students will also dedicate significant time to the consideration of ethical questions in human biology, and work with teammates to organize and present a position on a policy related to an ethics question. In lab, students will further explore human anatomy and physiology, connecting structure and function through several dissections and activities. Students will read and share scientific papers, make observations, design experiments and analyze data. Students will work in teams to complete a multi-week project on the physiology of stress. We will continue our exploration of ethics topics in lab, where we will discuss and apply ethics in human subjects research and research on non-human animals. About ? of the course grade will be based on four traditional lecture exams and a final lab exam. The remainder of the course grade is comprised of open notes quizzes, in class team assignments, individual assignments, and team projects. Course grading is based on mastery of concepts and skills, and students are encouraged to collaborate in understanding course material.

What does it mean to be human? This question, central to the discipline of anthropology, has provided inspiration to scientists, philosophers, and artists for many centuries. In this course, we will begin to answer this question using the scientific study of the biological and cultural evolution of the human lineage. The first half of the term will introduce you to basic concepts in evolutionary theory: natural selection, genetics, behavioral ecology, and comparative anatomy. Using these tools, we will then spend the rest of the semester reconstructing the ecology, diet, anatomy, and behavior of our early ancestors, from the first apes to walk on two legs to the modern humans that conquered the globe. Weekly readings and lectures will provide the theoretical framework for understanding the evolutionary biology of Homo sapiens; laboratory sections will give you an opportunity to apply these theories and evaluate the fossil evidence for yourself. Through this combined approach, we will tackle such important questions as: What features define the human lineage? In what ecological setting did our ancestors become bipedal? What role did global climate change play in our evolution? How did tool use and cultural evolution feedback into our biological evolution? When and where did modern humans originate and what behaviors characterized this emergence? Why were there many species of humans in the past but only one today? Why is it important for the future of humanity for the average citizen to understand the principles of evolution as applied to the human animal? Upon completion of this course, you will have a broad knowledge of the role biological anthropology plays within the discipline of anthropology. More importantly, however, you will acquire a better understanding of the biological heritage of our species and our place among other forms of life on our planet.

Science and conservation of biodiversity in the Twin Cities. Ecology and evolution of species and communities adapted to urban environments. Socially responsible and culturally sensitive interventions to environmental problems.

History, culture, and lived experience of American Indian people in Minnesota. Self-representation and histories of Anishinaabe (Ojibwe) and Dakota peoples through film, music, oral traditions, and written texts. Work by non-Indian scholars focuses on cultural, philosophical, and linguistic perspectives of Anishinaabe and Dakota peoples.

How American citizenship and nationhood have changed since 9/11. The event and its aftermath in historical perspective. Political, economic, and military antecedents. How 9/11 has changed relations between the U.S. government, U.S. citizens, immigrants, and international community. How 9/11 has been remembered.

Conflict/change, from colonial era through Civil War. colonization/resistance, slavery, nation-building, westward expansion, gender roles, religion, reform, race/ethnicity, immigration, industrialization, class relations. Students use primary sources, historical scholarship. prereq: Fr or soph or non-hist major

Europe, from Hammurabi to Columbus. Heyday of ancient Near East, Late Middle Ages. Culture, European interactions with wider world through religion, conquest, and trade. Beginning of the age of discoveries. prereq: Fr or soph or non-hist major

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

Urban forms/processes. Uses key global cities as examples. Political, historical, and economic contexts of cities. Planning ideologies. Globalization. Race/segregation. Population growth. Environmental problems. Current issues in global urbanization.

This course is designed as an introduction to multicultural families using an ecological lens. The institution of the family is recognized globally as a basic unit of a society that produces, develops, socializes, and launches the next generation of its citizenry. This course will focus on families in contemporary America, a society that has grown increasingly diverse, and faces many complex challenges in today?s global environment. Using a human ecological lens allows us to examine families in their nested and interdependent environments--how individuals shape and are shaped by families, their human built environments, their socio-cultural environments, and their natural-physical environments. This is a service learning class.

Family systems/theories applied to dynamics/processes relevant to family life. Diversity issues related to gender, ethnicity, sexual orientation, and disability. Divorce, single parenthood, remarriage. Family strengths/problems. prereq: At least soph or instr consent

Introduction to social and cultural anthropology. Comparative study of societies and cultures around the world. Topics include adaptive strategies; economic processes; kinship, marriage, and gender; social stratification; politics and conflicts; religion and ritual; personality and culture.

This course is designed to introduce you to the study of society and what sociologists call the "sociological imagination:" a way of viewing the events, relationships and social phenomena that shape our individual lives and much of our collective experience. Through the course we will examine some of the central concepts and problems that have preoccupied both classical and contemporary sociologists and gain a sense of how the sociological imagination can illuminate the social forces that have a concrete impact on our everyday lives. Throughout the course you will be asked to consider the ways in which society affects your life, and how you, in turn, affect society. prereq: Soc Majors/Minors must register A-F

Student teaching plus weekly seminar for students pursuing the Early Childhood teaching licensure. Application of theory/research relating to teaching preschool children. Student teach either 5 mornings per week (7:45-12:30) for 8 credits or 3 afternoons per week (11:45-4:30) for 6 credits. In addition, ALL students participate in weekly (Fridays 12:30-2) seminars. Prereq: Early Childhood or ECSE student plus successful completion of CPSY 5241, 5252, 5253, and 5254.

Student teaching plus weekly seminar for students pursuing the Early Childhood teaching licensure. Application of theory/research relating to teaching preschool children. Student teach either 5 mornings per week (7:45-12:30) for 8 credits or 3 afternoons per week (11:45-4:30) for 6 credits. In addition, ALL students participate in weekly (Fridays 12:30-2) seminars. Prereq: Early Childhood or ECSE student plus successful completion of CPSY 5241, 5252, 5253, and 5254.

The course offers a unique experience for students to dig deeply into current research about trauma, resilience, and child development. Students will also have the opportunity to explore how, as practitioners, our ideas about best practice and quality care must be shaped by and around what we are learning about the lasting impact of trauma. Throughout the course, students will explore how race, class, and gender influence and intersect with our understanding of ?best practice? as we help students develop a trauma-informed approach to working with children and families. This course offers students the opportunity to learn how theory influences practice in a variety of community settings that serve diverse populations. Students taking this course also have the option to enroll concurrently in CPSY 4315. CPSY 4315 is designed as a practicum experience to be taken concurrently with CPSY 4314. Students taking the course will be able to work in a community setting with children ages 0-5. Students will collaborate with teachers who are experts in working with children and families who have experienced trauma. CPSY 4315 offers students the opportunity to put theory into practice in a community setting that serves a diverse population.

This course is designed as a field-based practicum to be taken concurrently CPSY 4314. Students may not register only for 4315. Students taking the course will be able to work in a community setting with children ages 0-5. Students will collaborate with teachers who are experts in working with children and families who have experienced trauma. The course, in conjunction with CPSY 4314, offers a unique experience for students to dig deeply into current research about trauma, resilience, and child development and put that knowledge to immediate use in a quality early childhood education environment. Students will also have the opportunity to explore how, as practitioners, our ideas about best practice and quality care must be shaped by and around what we are learning about the lasting impact of trauma. Throughout the course, students will explore how race, class, and gender influence and intersect with our understanding of ?best practice? as we help students develop a trauma-informed approach to working with children and families. This course offers students the opportunity to put theory into practice in a community setting that serves a diverse population.