Courses (EDUC)

109 Chemical Use and Abuse. (1)
An introductory course to the needs and problems of school-age youth with regard to chemical use and abuse. Participants learn to identify symptoms of substance abuse and how to intervene appropriately.

111 Introduction to Teaching and Learning in a Diverse World. (4)
Participants will examine trends in education, the philosophical foundations and the history of P-12 education. Additionally, they review the social problems and tension points in American education. Participants also examine the effects of their own culture on their education and begin an exploration of teachers’ awareness of diversity issues in education as well as their sensitivities toward working with diverse student populations in various settings. A service-learning component and a teacher shadow experience are required for this course.

150 Fundamentals of Music. (2)
An introductory course in which participants are actively involved in learning the elements of music (form, expression, rhythm, melody, texture, harmony) through reading, writing, composing, analyzing and performing. Piano and recorder study will be emphasized.

151 Principles of Art. (2)
Course participants gain an understanding of the cultural, economic and historical influences for creating art in diverse populations from ancient through modern history. In addition, they acquire the aesthetics literacy needed for critiquing and interacting intelligently and sensitively with such diverse art works. Slide sets, videos, computer programs and quality children’s picture books, as well as field experiences to local/state art galleries, that would enhance a K-8 art curriculum are part of this course. Prerequisite: Elementary Education majors are given preference. Elementary Education majors must register in conjunction with EDUC 315.

203 Human Development: Typical and Exceptional. (4)
A survey course covering the principles of human development (birth through adolescence) with an emphasis on topics of particular pertinence to those preparing for careers in teaching. Special emphasis is given to those who differ significantly in physical, mental, emotional and social development. Course content will include research, theories, stages, principles of development, and potential problems including those of students who need special classroom provisions to develop their full potential. Prerequisite: EDUC 111.

212 Clinical Experience: Elementary Education. (1-2)
(Diversity Immersion Week and Local Field Experience)
Daily participation and observation in a classroom where work as a teacher aide, tutor and classroom assistant is required. Assignments focus on classroom management and discipline and the effects of diverse factors such as learning styles, cultural influences, family configurations and developmental characteristics of children. Prerequisite: 111.

213 Clinical Experience for K-12/5-12 Majors. (1-2)
(Diversity Immersion Week)
Observation and field experience in a K-12 or a secondary/junior high/middle school setting where work as a teacher aide, tutor and classroom assistant is required. Assignments focus on classroom management and discipline and the effects of diverse factors such as learning styles, cultural influences, family configurations and developmental characteristics of students. Prerequisite: 111.

215 Literature for Children and Adolescents. (4)
Reading and analysis of literature and poetry written for children and adolescents. Focus is on the distinguishing characteristics of diverse genre, the dynamic interaction of literary elements, approaches to critical analysis, problems of censorship and developmental considerations for young audiences. Emphasis is also placed on writing and discussion processes. Literature for the course is selected to deliberately include that from non-Eurocentric cultures. Prerequisite: 111.

216 Literature for Young Adults 5-12. (2)
Course participants will develop skills to use literature as a vehicle in the education of young adults. Participants will develop instructional materials for age appropriate literature – primarily in the genres of the short story and the novel. Emphasis is placed on methods and materials that appeal to a variety of learning styles and levels of comprehension. Prerequisite: 111. Fall semesters only.

271 Individual Learning Project. (1-4)
Supervised reading or research at the lower-division level. Permission of department chair required. Consult department for applicability towards major requirements. Not available to first-year students.

300 Structures of  English for the ESL Teacher (4)
This course addresses both the structures of the English language in a format that allows pre-service teachers to not only understand how the language works, but also how these structures can be taught effectively.  The course will cover an introduction to linguistics, including English grammar rules, phonology, morphology, orthography, vocabulary, semantics and pragmatics.  This course will also cover word and sentence-level pronunciation rules in North American English.  Students will observe and analyze speech and writing samples of English Language learners, and design activities and lessons that target the development of specific structures of English in a contextualized, communicative way.  Prerequisite: EDUC 111 and Sophomore standing   Spring semesters only

301 Teaching Literacy to English Language Learners (2)
This course is designed for both mainstream and ESL pre-service teachers. This course explores challenges English Learners face in classrooms with regards to literacy, and provides students with skills for working with such learners, as well as an opportunity to adapt and create appropriate instructional materials. Prerequisite: EDUC 111 and SOPHOMORE Standing required.  Fall semesters only

302 Assessing English Language Learners (2)
Examines the use of different assessments to measure achievement and make decisions about English Language Learners. This course covers purposes of assessment, limitations of assessment types, issues of validity and reliability, as well as how teachers can interpret and share results. Prerequisite: EDUC 111 and SOPHOMORE standing required.  Fall semesters only

303 Theoretical Foundations of ESL (4)
This course deals with theories of language acquisition and approaches to instruction. This writing-intensive course will also explore research in the fields of public policy, learner motivation, cognitive development and designing effective ESL curriculum. Prerequisite: Completion of or simultaneous enrollment in ENGL 387 or EDUC 300.  Fall semesters only

304 ESL Methods and Materials (4)
This is a course designed to provide students with an overview of practical issues pertaining to teaching ESL today, including course and lesson planning, second language teaching methods, strategies instruction, as well as hands-on experiences working with elementary, high school and post-secondary learners.  Topics covered include: information on learners of various ages and ability levels, communicative-based approaches to teaching ESL, creating and adapting lesson plans, working with technology and creating and analyzing ESL teaching materials.  Pre-service teachers exit this course with a variety of clinical experiences that have prepared them to work with ESL students in any K-12 setting. 
Prerequisite: Sophomore standing and permission of instructor.  Spring semesters only

 310 Educational Psychology. (4)
Course focus is on classroom decision-making as it relates to the teaching and learning processes. The content includes several models of teaching and learning, motivation, classroom management, and assessment. A major course goal will be to assist the student in developing a philosophical/theoretical framework for employing multiple strategies and methodologies in order to accommodate the needs of diverse learners. The course is primarily designed for those preparing to teach, though the content should be broad enough for anyone interested in examining the teaching/learning process. Prerequisite: 111, sophomore standing. Taken concurrently with EDUC 203.

313 Teaching Physical Education K-6. (1)
Participants study techniques for organizing, planning and teaching activities for the K-6 physical education program. Clinical observations and peer and classroom teaching experience are required. Prerequisite: Acceptance into the Education program.

315 Art Pedagogy in Grades K-6. (2)
Course participants will learn to teach K-6 students the four essential components of a quality art program: art aesthetics, criticism, history/heritage and production. Participants engage in a field experience in grades K-6 to observe and to implement developmentally appropriate art lesson. In addition, participants create an art resource file which includes art lessons/art works completed both in and outside of class. This resource package must include a variety of art concepts, grade levels and art media. There is a heavy emphasis on addressing the concepts, issues and trends in multicultural education as it relates to the creation of a culturally diverse art curriculum. Prerequisite: Acceptance into the Education program.

318 Social Studies Pedagogy in Grades K-6. (4)
Course participants learn the central concepts and structures of the various disciplines constituting social studies. Consideration of cultural, community and human diversity as well as how to incorporate students’ life experiences into instruction is also included. Participants develop and implement social studies lessons which include various pedagogical strategies and technologies in a K-6 classroom. Aspects of the Minnesota Academic Standards are also included. Prerequisite: Acceptance into the Education program.

321 Music Pedagogy K-6 (for Music K-12 Majors) (3)
Through active involvement, music majors learn to teach K-4 students the important elements of music: form, expression, rhythm, melody, texture and harmony, in view of the National Arts (music) Standards and MN Academic Standards. They study the teaching methods currently in use in the U.S., with special emphasis on the methods of Orff, Kodaly and Dalcroze. They compose, arrange and improvise. They are exposed to non-western music through videos, recordings and class performance. Seven clinical observations and three teaching experiences are required. K-4 music idea files are required. The unique contribution of music toward meeting the special needs of children is frequently addressed. Prerequisite: Acceptance into the Education program. Fall semesters only.

322 Music Pedagogy 7-12 (3)
Music majors are actively involved in learning how to teach 7-12 general music and instrumental or choral performance groups. Arrangements of choral and/or instrumental compositions for 7-12 students are required. Non-western music reports are required. Participants are acquainted with the National Arts (music) Standards and MN Academic Standards. Clinical observations in all areas are required as well as one teaching experience in each area. Each student must pass a guitar proficiency test. The unique contribution of music toward meeting the special needs of children and youth is frequently addressed. Prerequisite: Acceptance into the Education program. Spring semester only.

325 Mathematics Pedagogy K-6 (4)
Course participants explore and apply the central concepts, tools of inquiry and structure of mathematics education. Aspects of the MN Academic Standards and the National Council of Teachers of Mathematics Standards are addressed. Participants create and implement developmentally appropriate lessons which follow the outcome/assessment/curriculum/instruction in an elementary school classroom. These lessons also include accommodation for learners with diverse backgrounds and learning modes. Prerequisites: MATH 121, 180; and acceptance into the Education program.

333 Music Pedagogy K-6. (2)
Through active involvement, course participants learn to teach K-6 students the important elements of music: form, expression, rhythm, melody, texture and harmony, in view of the National Arts (music) Standards and the Minnesota Academic Standards. They study the teaching methods currently in use in the U.S., with special emphasis on the methods of Orff, Kodaly and Dalcroze. They compose and improvise simple pieces. They are exposed to non-western music through videos, recordings and class performance. Two clinical observations and one teaching experience are required. Music resource card files are required. The unique contribution of music toward meeting the special needs of children will be frequently addressed. Prerequisites: 150 or Music Proficiency Exam and acceptance into the Education program.

334 Science Pedagogy K-6. (4)
Participants study the central concepts and structures of science and plan and implement age-appropriate instruction based on the Constructivist model of learning. The identification of misconceptions and ways to address them through hands-on activities are included. Science process skills and the nature of science constitute a thread running throughout the course, as well as the incorporation of multicultural and special needs issues. Aspects of the MN Academic Standards and the National Science Teaching Standards are implemented in long and short term instructional planning. Clinical observations and a teaching experience are required. Prerequisite: Acceptance into the Education program, and COLG 111 and 112.

340 Art Education/Methods and Materials K-12. (4)
Art majors learn to teach K-12 students the four essential components of a quality art program: art aesthetics, criticism, history/heritage and production. Participants engage in a field experience in grades K-12 to observe and to implement developmentally appropriate art lessons. In addition, participants create an art resource file which includes art lessons/art works completed both in and outside of class. This resource package must include a variety of art concepts, grade levels and art media. There is a heavy emphasis on addressing the concepts, issues and trends in multicultural education as they relate to the creation of a culturally diverse art curriculum. Prerequisite: Acceptance into the Education program. Offered spring semester of even years: 2012, 2014, etc.

341 World Language Pedagogy K-12. (4)
This course is designed to meet the needs of preservice teachers in K-12 world/second language education by providing an overview of child and adolescent development with corresponding implications for teaching world language K-12. Specific theories, methods and techniques for teaching second language and culture in K-12 settings will be examined and demonstrated with particular emphasis on national and professional standards for program content, teacher performance, and student proficiency assessment. Students will participate in age appropriate, communicative-oriented materials development and peer teaching scenarios. A field experience is required. Prerequisites: Acceptance into the Education Department and demonstrated proficiency in the target language. Fall only.

347 Reading, Writing and Language Growth K-6. (4)
Course participants explore and apply the central concepts, tools of inquiry and structure of the various language arts processes. Focus is on teaching elementary-age readers to read and view narrative, expository and poetic works in the English language as well as teaching them to write, speak, and listen effectively. Participants create learning outcomes and goals for students’ literacy and develop authentic assessment procedures. Participants demonstrate their understanding of literacy in a field-based performance which considers knowledge of subject matter, diversity in human learning, community, and curriculum goals. Prerequisite: Acceptance into the Education program.

354 Middle Level Literacy and Pedagogy. (2)
In this course, K-12 Education students with a major in Art, Music or World Languages will gain an understanding of the importance of literacy instruction in the middle school curriculum. The class will review developmental stages of students in the middle grades as well as the philosophical foundation for middle school. Aspects of Minnesota Academic Standards, Profile of Learning, study skills, reading and writing in the content area, pedagogical strategies, and collaboration are included. In addition, the participants will partake in a five-day practicum at a local middle school where they will observe and participate in daily activities.
(Required for K-12 Education students with a major in Art, Music or World Languages) Prerequisite: Acceptance into the Education program.

355 Pedagogy in Grades 9-12. (4)
Participants learn and apply the principles of effective long and short term planning of developmentally appropriate lessons for students in grades 9-12. In addition, participants develop a variety of authentic assessment strategies for their particular disciplinary area, including aspects of the MN Standards and appropriate National Standards. A field experience is required with this course. Prerequisite: Acceptance in the Education program. Offered for English, Social Science and Mathematics in fall semesters, and for Science and Theology in spring semesters. (EDUC 355 for Theology majors covers grades 5-12.)

356 World Languages in the Elementary School (K-8). (4)
Participants apply language learning principles to elementary school instruction. Course focus is on current second language learning and instructional theory, curriculum development, objectives and procedures. A field experience requires observations and teaching in a K-8 setting. Aspects of the Minnesota Standards are addressed. Prerequisites: World Language courses through 312 and acceptance into the Education program for Elementary majors. Fall semester only.

358 Mid Level Literacy and Pedagogy in Language Arts or Science (Mathematics is pending)  (4)
The participants in this course will gain an understanding of the importance of literary instruction in the middle school curriculum. The class will review developmental stages of students in the middle grades as well as the philosophical foundation for middle school. Developmentally appropriate practices in middle level content areas are explored. Both Minnesota and National Standards are examined and used in planning lessons that are appropriate for the student. Curricular materials and resources are reviewed for use in teaching. A field/teaching experience at the middle school is integrated into the course. Prerequisite: Acceptance into the Education program. Offered for Language Arts in fall and spring semesters; Science in fall only. At least 8 credits in subject area content is required prior to registration for this course.

359 Issues in Education K-12. (1)
In this capstone course, participants explore school related issues from the perspective of the “Teacher as a Decision Maker” conceptual model. Topics include both current and on-going educational issues such as classroom management, student discipline, parental involvement and diversity. Other matters are also addressed such as the Minnesota Code of Ethics for Teachers, licensure requirements and procedures as well as other legal issues relating to teaching. Prerequisite: Taken the semester immediately before teaching internship.

361 Teaching Internship K-8. (16)
Participants use classroom observation, information about students, and a strong knowledge base as sources for their teaching in K-8 school settings. Furthermore, they implement aspects of the “Teacher as a Decision Maker” conceptual model as well as aspects of the Minnesota Academic Standards. Major goals of this experience are to have teacher interns recognize and accept their responsibility to children, to become reflective practitioners and to actively seek out opportunities to grow professionally. Full-time, off-campus teaching internship assignments are arranged by the Director of Elementary Teacher Interns. Prerequisite: Successful completion of all Education courses and requirements and approval of the Director of Elementary Teacher Interns.

362 Teaching Internship 5-12. (16)
Participants use classroom observation, information about students, and strong knowledge base as sources for their teaching in 5-12 school settings. Furthermore, they implement aspects of the “Teacher as a Decision Maker” conceptual model as well as aspects of the Minnesota Academic Standards. Major goals of this experience are to have teacher interns recognize and accept their responsibility to children and youth, to become reflective practitioners and to actively seek out opportunities to grow professionally. Full-time, off-campus teaching internship assignments are arranged by the Director of Secondary Teacher Interns. Prerequisites: Successful completion of all major and Education courses and requirements and approval of the Director of Secondary Teacher Interns.

363 Teaching Internship K-12. (16)
Participants use classroom observation, information about students, and strong knowledge base as sources for their teaching in K-12 major subject area (music, art or world languages). Furthermore, they implement aspects of the “Teacher as a Decision Maker” conceptual model as well as aspects of the Minnesota Academic Standards. Major goals of this experience are to have teacher interns recognize and accept their responsibility to children and youth, to become reflective practitioners and to actively seek out opportunities to grow professionally. Full-time, off-campus teaching internship assignments are arranged by the Director of Secondary Teacher Interns. Prerequisites: Successful completion of all major and Education courses and requirements and approval of the Director of Secondary Teacher Interns.

371 Individual Learning Project. (1-4)
Supervised reading or research at the upper-division level. Permission of department chair and completion and/or concurrent registration of 12 credits within the department required. Consult department for applicability towards major requirements. Not available to first-year students.

390 Ethics in Human Relations. (4)
Participants examine the areas of ethical analysis which include, but are not limited to oppression, racism, prejudice, discrimination, sexism, homophobia, exceptionality, ageism and conditions of poverty so as to appreciate diverse perspectives. Focus is on interpersonal values consciousness in relation to minorities and other oppressed groups in our changing society. This course fulfills Ethics Seminar (CORE 390) requirement for Education majors/minors. Prerequisites: Junior standing and acceptance to the teacher education program.

397 Internship. (4-8)
Practical off-campus experience related to education. Experience is arranged by the student with the advice and approval of the internship director and department chair prior to registering for the course. Departmental moderator supervises and evaluates the experience.

398 Honors Senior Essay, Research or Creative Project. (4)
Required for graduation with “Distinction in Education.” Prerequisite: HONR 396 and approval of the department chair and director of the Honors Thesis program. For further information see HONR 398.