EDUC 111 Introduction to Teaching and Learning in a Diverse World [CI] (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. Participants will learn about the Teacher Shadow experience which is a requirement for admission into the ELED major and the Secondary Education minor programs.

EDUC 150 Fundamentals of Music [AE] (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.

EDUC 151 Principles of Art [AE, AR] (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.

EDUC 203 Development and Mental Health [SW, J1] (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.

EDUC 212 Clinical Experience: Elementary Education (1-2)

(35 hour Diversity Clinical)
This course develops pre-service teachers’ abilities to make decisions when working with diverse student populations in K-6 classroom settings. Students complete 35 clinical hours in a classroom with a mentor teacher and a culturally diverse student population. From this experience, students begin to appreciate the dynamics of a culturally diverse classroom in a real-world setting. Prerequisite: EDUC 111.

EDUC 213 Clinical Experience for K-12/5-12 Majors (1-2)

(35 hour Diversity Clinical)
This course develops pre-service teachers’ abilities to make decisions when working with diverse student populations in K-12 or 5-12 classroom settings. Students complete 35 clinical hours in a classroom with a mentor teacher and a culturally diverse student population. Students can choose to complete the clinical hours throughout the semester or during a CSB + SJU break (winter, spring, or in May after classes have adjourned for the semester). From this experience, students begin to appreciate the dynamics of a culturally diverse classroom in a real-world setting. Prerequisite: EDUC 111.

EDUC 214 Children’s Literature in the U.K. (HE) (4 credits)

Course participants will read and analyze literature written for children by authors from across the globe, with an emphasis on the United Kingdom. Students will explore cross-cultural comparisons of the social, political, and cultural forces that shape writing and publishing for young readers. The embedded study abroad course will focus on distinguishing characteristics of genres, critical analysis of literary elements, and developmental considerations for young readers with instructional emphasis on writing and discussion processes. Course counts towards Elementary Education major (can be substituted for EDUC 215).

EDUC 215 Literature for Children and Adolescents [HE, J1] (4)

Reading and analysis of literature and poetry written for children and adolescents. Focus is on the distinguishing characteristics of diverse genres, 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: EDUC 111.

EDUC 216 Exploring Justice through Young Adult Literature 5-12 [HE, J1] (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: EDUC 111.

EDUC 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.

EDUC 268 Multidisciplinary Science for Mid-Level 5-8 Educators (4)

This course is designed to give students a broad experience in the content of the natural science appropriate for the mid-level science education (grades 5-8). This course will help students develop an understanding and appreciation of the nature of science, the evolution of science, how we see science, the role of science in society, and the prospects of science in the future using the inquiry process. This course emphasizes content in the domains of earth and space science, and physical science. Prerequisites: BIOL 101, CHEM 125 and PHYS 105 or Permission of instructor. Offered for A-F grading only.

EDUC 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.

EDUC 301 Teaching Literacy to English Language Learners [GL] (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. 

EDUC 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.

EDUC 303 Theoretical Foundations of ESL [SW, M3] (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.

EDUC 304 ESL Methods and Materials [EX, WR] (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.

EDUC 305 Human Exceptionalities (1)

This course provides an introduction and overview of human exceptionalities with an emphasis on considerations in education.  Course content is correlated to the Minnesota Standards of Effective Practice for Teachers (SEPs). It will include the following topics: history and laws of special education; knowledge of exceptionalities (particularly those specified under IDEA); the human experience of exceptionalities; effective and ethical practice with special needs students in the least restrictive environment; collaborating with parents and professionals; the process of pre-referral, referral, 504 plans, IEPs and attending IEP meetings; considering, developing, and applying accommodations, adaptions, differentiation, and accessibility; response to intervention; and technologies that support students with exceptionalities. Prerequisite: EDUC 203 or permission of instructor

EDUC 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.

EDUC 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 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 it relates to the creation of a culturally diverse art curriculum. Prerequisite: Acceptance into the Education program.

EDUC 318 Social Studies Pedagogy in Grades K-6 [EX] (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. 

EDUC 320 EDUC ESL Practicum Lab: Teaching and Assessment (1-2 as an ILP)

Designed for those candidates for licensure as Teachers of English as a Second Language who have completed or are completing EDUC 356 World Languages Pedagogy as a substitution for EDUC 304 ESL Methods, the ESL Practicum Lab will provide them with hands-on experiences in teaching English as a second language to learners with emerging academic English skills. An important component of this course is experience working with English Language Learners in teaching and assessment.  Prerequisite: Enrollment in or satisfactory completion of EDUC 304 or EDUC 356.

EDUC 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.

EDUC 322 Music Pedagogy 7-12  (4)

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.

EDUC 323 Elementary Science Content [NW, T3] (4)

The purpose of this course is to provide pre-service and in-service teachers with content specific knowledge, methods, and theoretical basis necessary for success in the elementary science education classroom. The course content emphasizes: teaching for conceptual understanding, problem solving, reasoning and sense making, inquiry, modeling, representations, science as a coherent and connected subject, and technology integration. The course is also designed to help pre-service and in-service teachers develop an understanding of how to use national and state science standards in lesson planning, instruction, and assessment, and become aware of various teaching resources that are available to enrich the science instruction. Prerequisite: Successful completion of a science course with lab and Sophomore standing.

EDUC 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, MATH 180; and acceptance into the Education program.

EDUC 333 Music Pedagogy K-6 [AE] (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.

EDUC 334 Science Pedagogy K-6 [WR] (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.

EDUC 340 Art Education/Methods and Materials K-12 [EX] (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.

EDUC 341 World Language Pedagogy K-12 [EX, WR] (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.

EDUC 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.

EDUC 352 Teaching Reading in the Middle and Secondary Classroom (1-2)

The purpose of this course is to assist pre-teachers in developing instructional strategies for integrating reading into middle and secondary (5-12) content area classrooms and interdisciplinary curriculum. Participants will investigate the Common Core Literacy Standards for 6-12 content areas as embedded within the Minnesota Academic Standards in English Language Arts K-12. They will study basic concepts of reading instruction (including phonics, phonemic awareness, vocabulary, fluency, and comprehension) and apply a variety of strategies for teaching vocabulary and comprehension of informational text through their content area. In addition, participants will evaluate reading materials for text complexity and modify them based on the needs of students. This course will address Minnesota Standards of Effective Practice for Teachers as well as the following content area reading standards: 5-12 Teachers of Mathematics, Science, Social Studies, and Communication Arts and Literature; K-12 Visual Arts, and Vocal and Instrumental Music. Offered for A-F grading only. Prerequisite: EDUC 310  (Required for 5-12 Education students with a major in English, Mathematics, Social Studies, and all Science areas and K-12 Education students with a major in Art or Music). Prerequisite: Acceptance into the Education program.

EDUC 355 Pedagogy in Grades 9-12 [EX] (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, Mathematics, Science, and Theology. (EDUC 355 for Theology majors covers grades 5-12.) 

EDUC 356 World Languages in the Elementary School (K-8) [EX, WR] (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.

EDUC 358 Mid Level Literacy and Pedagogy in Language Arts, Mathematics, or Science (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.  At least 8 credits in subject area content is required prior to registration for this course.

EDUC 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.

EDUC 360 Student Teaching K-6  (16)

Participants use classroom observation, information about student, and a strong knowledge base as sources for their teaching in K-6 school settings. Furthermore, they implement aspects of the "Teacher as a Reflective Decision Maker" conceptual model as well as aspects of the Minnesota Academic Standards. Major goals of this experience are to have student teachers recognize and accept their responsibility to children, to become reflective practitioners and to actively seek out opportunities to grow professionally. Full-time off-campus assignments are arranged by the Director of Elementary Student Teaching. Prerequisite: Successful completion of all Education courses and requirements and approval of the Director of Elementary Student Teaching.

EDUC 361 Student Teaching 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 Reflective 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 Student Teaching. Prerequisite: Successful completion of all Education courses and requirements and approval of the Director of Elementary Student Teaching.

EDUC 362 Student Teaching 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 Reflective 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 Student Teaching. Prerequisites: Successful completion of all major and Education courses and requirements and approval of the Director of Secondary Student Teaching.

EDUC 363 Student Teaching 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 Reflective 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 Student Teaching. Prerequisites: Successful completion of all major and Education courses and requirements and approval of the Director of Secondary Student Teaching.

EDUC 364 Student Teaching 5-8   (6-8)

Participants use classroom observation, information about students, and a strong knowledge base as sources for their teaching in 5-8 school settings. Furthermore, they implement aspects of the "Teacher as Reflective Decision Maker" conceptual model as well as aspects of the Minnesota Academic Standards. Major goals of this experience are to have student teachers recognize and accept their responsibility to students, to become reflective practitioners, and to actively seek out opportunities to grow professionally. Full-time, off-campus teaching assignments are arranged by the Director of Secondary Student Teaching. S/U grading only.

EDUC 365 Student Teaching 9-12 (16)

Participants use classroom observation, information about students, and strong knowledge base as sources for their teaching in 9-12 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 Student Teaching. Prerequisites: Successful completion of all major and Education courses and requirements and approval of the Director of Secondary Student Teaching.

EDUC 368 International Teaching Externship (ITE)  (1-2)

International Teaching Externship (ITE) is a post-student teaching international/multicultural  experience in which CSB/SJU teacher candidates work with international teaching professionals as volunteer teacher aides, teaching assistants, or team-teachers in globally diverse K-12 classrooms. The four to six week externship begins soon after the successful completion of the Minnesota- based student teaching experience. Since this is not a student teaching experience, externship students are able to teach in a more collaborative, collegial environment while living in other countries, experiencing other cultures, and engaging in diverse educational systems. Offered for S/U grading only.

EDUC 369 Education Field Experience (1-16)

Education Field Experience is reserved for Education majors or minors who decide during their student teaching experience that they no longer wish to pursue a teaching license at this point in time.

EDUC 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.

EDUC 379A Educational Psychology: Myths versus Science [SW, QR, TF] (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: EDUC 111, Sophomore standing. Taken concurrently with EDUC 203.

EDUC 390 Ethics in Human Relations [CS, BN] (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. Prerequisites: Junior standing and acceptance to the teacher education program.

EDUC 397 Internship [EX] (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.

EDUC 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.