Course Catalog

Education Catalog Information


Teacher Licensure in Minnesota
The Teacher Education Program at Concordia College maintains approval through the Minnesota Board of Teaching (BoT). Each major or add-on endorsement in education prepares students to meet the BoT requirements for a particular area of licensure. Each program of study includes coursework, field experiences, state licensing tests, and selected other requirements. In addition, students must also show competency in written and oral communication and adhere to disposition criteria established by the department. Upon successful completion of a program of study, the Department of Education recommends students for licensure. Students then can begin the process of applying for licensure. First-Time applicants for licensure apply online for their MN license.

The Licensure Officer for Concordia College is the Registrar, Nancy Penna. Diane Holmquist is the administrative assistant in the Registrar's Office responsible for collecting the applications for students who are applying for a teaching license to ensure they are complete when sent into the MN Department of Education. The exact process required by the state of MN during each academic year will be presented to students eligible to apply for licensure at that time.

Due to recent changes in the rules governing licensure In the state of Minnesota, students who entered the college under catalogs before 2010-2011 but are admitted to the Teacher Education Program on or after Sept. 1, 2010, will need to convert to this catalog for all their graduation requirements. Students should address the chair of the Department of Education with any questions they have regarding the Teacher Education Program.

Programs offered
• Major in Elementary Education (65 credits)
• Major in Art Education (52 credits plus 32 credits in education)
• Major in Biology Education (32 credits in biology plus 32 credits in education)
• Major in Business Education (42 credits plus 32 credits in education)
• Major in Chemistry Education (46 credits in chemistry plus 32 credits in education)
• Major in Communication Studies with Communication Arts/Literature Education (52 plus 36 credits in education)
• Major in English with Communication Arts/Literature Education (52 plus 36 credits in education)
• Major in French Education (32 to 34 credits plus 36 credits in education)
• Major in German education (32 credits plus 36 credits in education)
• Major in Health Education (34 credits plus 32 credits in education)
• Major in Latin Education (32 credits plus 36 credits in education)
• Major in Mathematics Education (42 credits plus 32 credits in education)
• Major in Music Education leading to a Bachelor of Arts degree: 40 credits (instrumental degree) or 42 credits (vocal degree), plus 20 private instruction and ensemble credits, and 36 credits in education (instrumental degree) or 32 credits (vocal degree)
• Major in Music Education leading to a Bachelor of Music degree: 42 credits (instrumental degree) or 48 credits (vocal degree) in music, plus 28 private instruction and ensemble credits, and
36 credits in education (instrumental degree) or 32 credits
(vocal degree)
• Major in Scandinavian Studies with Norwegian Education
(36 credits in Norwegian and Scandinavian studies plus 36 credits in education)
• Major in Physical Education (35 credits plus 32 credits in education)
• Major in Physics Education (56 credits plus 30 credits in education)
• Major in Social Studies Education (52 credits plus 32 credits in education)
• Major in Spanish Education: 32 credits in Spanish (above SPAN 112) plus 36 credits in education
Add-on endorsement preparation for Elementary Education majors (K-8 world language and culture)
• French (24 or 26 credits)
• German (24 credits)
• Latin (24 credits)
• Norwegian (24 credits)
• Spanish (28 credits plus Study Abroad)
Add-on endorsement preparation for biology, chemistry or physics majors in education:
• General Science, grades 5-8 (35 credits)
Additional Opportunity for all Education majors
Coaching Preparation (non-licensure program)

For more information, refer to the course descriptions for this program in the physical education and health pages of the catalog.

Faculty
Patricia K. Gulsvig, chair
Karla J. Smart-Morstad
Susan P. Ellingson
Sara B. Triggs
Debra M. Grosz
Barbara J. Witteman
Marilyn J. Guy
Michael D. Wohlfeil
Teri J. Langlie

Interdisciplinary teaching programs are overseen by committees of faculty representing each of the departments involved:

Business Education Teaching Programs
Patricia K. Gulsvig, committee chair
Linda C. Keup

Communication Arts/Literature Teaching Programs
Patricia K. Gulsvig, committee chair
Aileen L.S. Buslig
Joan L. Kopperud
Karla J. Smart-Morstad
David A. Sprunger
Fred B. Sternhagen

Science Teaching Programs
Patricia K. Gulsvig, committee chair
Heidi L.K. Manning
Pamela S. Mork
Krystle D. Strand

Social Studies Teaching Programs
W. Vincent Arnold, committee chair
Michael G. Bath
Nicholas R. Ellig
Susan P. Ellingson
Patricia K. Gulsvig
Susan J. Larson
Ronald G. Twedt

The purpose of the department of education is to prepare caring, competent, and qualified teachers who act in the best interests of the students they serve.

Five Key Propositions
1. Teachers must possess or acquire knowledge of their students.
2. Teachers must know the subjects they teach and how to teach those subjects to students.
3. Teachers must be responsible for managing and monitoring student learning.
4. Teachers must reflect regularly about their practice.
5. Teachers must understand their role in the context of the communities and society they serve.

In cooperation with other departments in the college, the department of education develops curricula and clinical experiences to enable prospective teachers to meet the Minnesota Board of Teaching Standards for Effective Practice. Within a liberal arts college, the department of education emphasizes both a broad base of knowledge across academic disciplines and a depth of knowledge in the discipline in which the student plans to teach. To ensure that Concordia teacher education programs are relevant for today's schools, local K-12 teachers provide advice on policies and curricula. In addition, graduates and their employers assess how effectively graduates are prepared for their first teaching jobs. Because teachers wield great influence in the lives of children and youth, the department of education believes it is imperative that schools be provided with teachers who are professionally of the highest competence in subject-matter knowledge and effective teaching strategies, and who approach their profession with a clear sense of vocation.

The education department provides learning experiences that prepare students to achieve the following outcomes:
• understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students
• understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social and personal development
• understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities
• understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills
• use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation
• be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals
• understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student
• be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community and actively seeks out opportunities for professional growth
• be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being

Honors Program
All students majoring in elementary education or obtaining licensure in secondary/K-12 education are eligible for the honors program in the education department. This program is designed for highly qualified teacher education students who wish to further their knowledge of the teaching and learning process.

Students accepted for honors work will, under the supervision of a department of education faculty member, design and conduct a research project in a school setting. This project may be done in conjunction with the student teaching experience. Students in the honors program will write a formal paper, describing the research project and its implications for educators. A public presentation of the research will be given to departmental faculty and interested students in the spring of the senior year. The paper will be stored in the departmental archives.

In order to apply for the departmental honors program, interested students (1) must have completed all 300-level education course work, (2) possess a minimum overall GPA of 3.5, (3) possess a GPA of 3.8 or higher in their major, and (4) be recommended for honors work by a faculty member from the department of education. The application for the honors program should contain a description of the project, a tentative timeline for completion of the project, and must contain the name and signature of the faculty member supervising the project. This application should be submitted to the chair of the department of education no later than April 15 of the student's junior year. Decisions regarding acceptance into the honors program will be made by May 1.

Students accepted into the honors program will be eligible for one course of EDUC 480. The instructor for this course will be the faculty supervisor for the student's project. This course may be taken in the summer before the senior year or may be taken as part of the normal class load during the senior year. (Enrolling in the summer will necessitate paying the normal summer school tuition for one course.)

We also encourage senior students with a GPA of 3.5 or higher to apply for membership in Pi Lambda Theta, an international honor society and professional association in education.

For further information regarding the application procedures and possible projects, make an appointment with a faculty member from the department of education.

Education Courses


EDUC 201 – Art Education: Elementary, 4 credits. E. Designed to increase the student's understanding and appreciation of art and children's art through studio and other experiences, including painting, printing, ceramics, sculpture, drawing, visits to classrooms and local galleries, discussions, visual materials, criticism and appreciation. For elementary education majors only.
EDUC 210 – Foundations in K-12 Education, 2 credits. E. This beginning course in the education program provides a social, historical and philosophical context for understanding the role of the teacher. A clinical experience in a multicultural setting enables students to learn what schools are like as a place in which to learn and to teach. This course is typically taken during the sophomore year. Students are not eligible to take this course during their freshman year. Co-requisite: EDUC 221 – Teaching in the Middle School. It is recommended that PSYC 212 – Education Psychology is taken concurrently with EDUC 210; Minimum GPA: 2.75.
EDUC 221 – Teaching in the Middle School, 2 credits. E. This course assists potential middle-level educators in developing the knowledge and skills necessary for middle-level teaching. A clinical in middle schools is included. Co-requisite: EDUC 210-Foundations in K-12 Education; Minimum GPA: 2.75. EDUC 250 – Pre-May Seminar, 2 credits. D.
EDUC 250 – Pre-May Seminar, 2 credits. D.
EDUC 299 – Keyboarding Proficiency, no credit. E1, on demand. During their semester of enrollment in EDUC 373 – Methods of Teaching in Business Education, business education majors must also pass a keyboarding proficiency exam consisting of timed writings and the production of office documents. A keyboarding proficiency study packet is provided to assist each student in preparation for the exam. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 373 – Methods of Teaching in Business Education; Minimum GPA: 2.75
EDUC 300 – May Seminar, 4 credits. MS.
EDUC 321 – Methods of Teaching in PE (K-12), 4 credits. E1. Prospective teachers are introduced to activities, materials and methods of instruction in physical education. Motor skill development, cognitive and affective domains are addressed. A clinical experience is included. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 322 – Children's Literature, 2 credits. E. Included in this course is the study of literature for children grades K-6. The student examines the field from which selection is possible, the criteria for selecting children's books and effective practices for using literature with children. Elementary education majors given preference for enrollment
EDUC 330 G, S – Comparative Education: A Policy Perspective, 4 credits. E2. This course introduces students to alternative approaches to elementary and secondary education by comparing schooling in the United States with schooling around the world. Emphasis is placed on the formation, causes and consequences of public policy in the educational systems studied. Open to all students
EDUC 332 – Teaching in the K-6 Classroom, 2 credits. E. The prospective K-6 teacher studies technical aids and techniques that make learning more effective, and becomes competent in the use of a broad range of instructional media and technology. The principles and practices of educational testing are studied. Special attention is given to the testing responsibilities of the classroom teacher; to the criteria for selecting, administering and interpreting tests; and to the use of statistical methods. Classroom organizational patterns, classroom management and lesson planning are investigated. Inclusion issues and methodology are studied. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 333 – Communication Arts in the K-6 Classroom; Minimum GPA: 2.75
EDUC 333 – Communication Arts in the K-6 Classroom, 4 credits. E. This course provides teacher candidates with a thorough background in current research, methods/strategies, and best practices in how to effectively teach communication arts (reading, writing, speaking, listening, drama, spelling and handwriting) to children in elementary and middle school, and how to integrate these arts into the curriculum. Incorporated into the course are field trips to elementary classrooms to observe exemplary practices of the teaching of writing and reading. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 332 – Teaching in the K-6 Classroom; Minimum GPA: 2.75
EDUC 334 – Mathematics in the K-6 Classroom, 4 credits. E. This course provides prospective teachers with methods and resources for teaching mathematics in the elementary and middle school. This course presents teaching strategies for developing mathematical ideas in ways that lead students to learn to value mathematics, to reason mathematically, to communicate mathematically, become confident of their mathematical abilities, and become mathematical problem-solvers. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 332 – Teaching in the K-6 Classroom; Minimum GPA: 2.75
EDUC 336 – Social Studies in the K-6 Classroom, 4 credits. E. The role of social studies education is to provide students with the necessary knowledge, skills and values to enable them to fulfill their obligations as citizens, not just for the future, but for the present as well. This course provides future teachers with the methods, strategies and resources for teaching social studies in K-6 classrooms that will develop young students into knowledgeable people who will act responsibly when confronted with personal, social and/or economic issues and problems. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 332 – Teaching in the K-6 Classroom; Minimum GPA: 2.75
EDUC 337 – Science in the K-3 Classroom, 2 credits. E. This course provides various science-related experiences relevant to the elementary classroom setting. These experiences are intended to enhance knowledge and confidence in teaching science (physical, life and earth). Students will develop a preferred perspective on the ideal nature of science education. Throughout the course students will study and discuss theoretical underpinnings for science instruction, assessment strategies, curriculum material, resources available to teachers, and other relevant ideas. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 332 – Teaching in the K-6 Classroom; Minimum GPA: 2.75
EDUC 338 – Science in the 4-6 Classroom, 1 credit. E. This course helps prospective teachers learn to promote independent thinking; encourage children's creativity and curiosity; build on children's ideas; start with questions rather than answers; focus on the needs of children, including those from cultures other than your own and those with special psychological or physical needs; and make connections between science and other areas of the curriculum. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 332 – Teaching in the K-6 Classroom; Minimum GPA: 2.75
EDUC 350 – The Art and Science of Teaching, 2 credits. E. Theories and research of teaching methodology are explored in this course. Secondary education students learn how to adapt course content to the varying needs of students. Processes of assessment, evaluation and reporting are presented. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisites: EDUC 351 – The Ecology of the Educational Setting and the content specific methods in teaching; Minimum GPA: 2.75
EDUC 351 – The Ecology of the Educational Setting, 2 credits. E. his course examines research and theories of the effective classroom, including management studies and technology. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisites: EDUC 350 – The Art and Science of Teaching and the content specific methods of teaching course; Minimum GPA: 2.75
EDUC 359 – Kindergarten Education, 2 credits. B2, B4. This course includes: characteristics, needs, behaviors and development of the 5-year-old child; an overview of the developmentally appropriate kindergarten curriculum, a recognition of the importance of integrating the subject areas within the curriculum, the philosophy and practice of emergent literacy and how to implement it, how to assess whether one's own classroom supports literacy, and the importance of continual growth and development as a professional in kindergarten education. A clinical is included. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Minimum GPA: 2.75
EDUC 362 – Secondary Methods of Teaching in World Languages, 4 credits. E1. Methods and materials for teaching modern and classical languages at the secondary level are presented and discussed. The student is also introduced to theories of second language acquisition. A clinical experience is included. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 363 – FLES Methods of Teaching, 4 credits. E2. FLES means "foreign languages in the elementary school." This course develops the techniques of teaching elementary school children the four basic language skills: listening, speaking, reading and writing in a foreign language. A clinical experience is included. This class is held at an area elementary school; students are responsible for transportation to and from the school. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Minimum GPA: 2.75
EDUC 366 – Methods of Teaching English as a Second Language/English Language Learners (Methods of ESL/ELL), 4 credits. E1. This course provides students with a comprehensive introduction to the profession of teaching English as a second or non-native language. The course content includes theory and practice, strategies for teaching language skills as well as insights into cultural attitudes and motivational factors. The class provides students with the basic skills and concepts for teaching ESL in the United States and abroad. A clinical experience is included. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Minimum GPA: 2.75
EDUC 371 – Methods of Teaching in Art: Elementary and Secondary, 4 credits. E1, on demand. This course provides a relevant experience in art teacher preparation through discussion of educational issues, peer teaching, classroom visitation, museum and gallery visits, and a survey of American art. A clinical experience is included.Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 372 – Methods of Teaching in Science, 4 credits. A1 (2012-2013). This course introduces basic instructional strategies of teaching science. Various science teaching methods as well as the special techniques and functions of a science teacher are discussed and practiced. The inquiry method is emphasized in teacher planning and management. A clinical experience is included. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 373 – Methods of Teaching in Business Education, 4 credits. E1, on demand. This special methods course focuses on the application of sound instructional strategies to the teaching of all business subjects such as accounting, basic business, computer applications, keyboarding, marketing and vocational courses. Students write a unit plan and several lesson plans. Teaching resources are explored and reviewed. Classroom management, assessment, professionalism, student organizations, and other topics are studied. A clinical experience is included.Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisites: EDUC 299 – Keyboarding Proficiency and EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 374 – Young Adult Literature, 2 credits. E1. Prospective teachers and others interested in Young Adult Literature (YAL) are introduced to the wide range of sub-genres in the rapidly expanding field of Young Adult Literature. In addition to readings in YAL literature and theory, methods for using YAL in the classroom are also emphasized. Students gain experience with current YAL reference tools and other YAL teaching materials. Although the course is required for prospective secondary English teachers in their junior or senior year, education majors from any discipline or level as well as church professions/youth ministry majors are welcome to enroll in the course. Note to Communication Arts/Literature Secondary Education majors: Co-requisite: ENG 491 – Methods of Teaching Reading and Writing for the Secondary School
EDUC 376 – Methods of Teaching in English, 4 credits. E2. Prospective English teachers examine current theories and practices in language arts, identify and use strategies for planning, organizing, managing and instructing in the language arts classroom, and study and evaluate print and nonprint texts. Reflecting on this study and experience, students develop their own theories and increase their competency for teaching language arts. A clinical experience is included. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 379 – Methods of Teaching in Social Studies, 4 credits. E1. This course focuses on curriculum development, teaching strategies, evaluation and classroom management with cross-cultural and global perspectives. Emphasis is placed on mainstreaming and computer-based instruction. A clinical experience is included. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 380 – Special Topics, 1 to 4 credits. D. Courses covering various topics of interest in this particular discipline are offered regularly. Contact department or program chair for more information. Minimum GPA: 2.75
EDUC 384 – Methods of Teaching in Mathematics, 4 credits. E2. This course provides students with a wide range of experiences designed to prepare them to become mathematics teachers. Students explore classroom management strategies, lesson planning, questioning techniques, motivation, testing and evaluation, and other classroom-related issues. Students are introduced to professional journals and organizations. Important related topics, such as mathematics anxiety, are also discussed. Each student must do at least one mathematics lesson on videotape, and develop a complete mathematics unit plan. A clinical experience is included. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 386 – Health Methods of Teaching, 4 credits. E2. A study of teaching methods applicable to health education. Emphasis is placed on the preparation and presentation of lesson plans for health-related content and skills (5-12). The course provides exposure to curricula, materials and resources, and strategies for classroom management and student evaluation. A clinical experience is included.Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 390 – Cooperative Education, 1 to 8 credits. E. Minimum GPA: 2.75
EDUC 391 – Methods of Teaching Vocal Music, 4 credits. E2. Students gain experience in planning and executing teaching strategies for elementary and secondary school vocal/classroom music based on philosophical and theoretical foundations of music education and the current practice of the teaching/learning processes in schools. Lessons and instructional materials are demonstrated and evaluated in class. A clinical experience is included. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 392 – Methods of Teaching Instrumental Music, 4 credits. E1. This is a comprehensive course dealing with teaching instrumental music in the public schools. Topics include developing a philosophy of music education and establishing goals and objectives, content, sequence and presentation of instruction. Students discuss topics related to public school teaching, study of rehearsal techniques and peer teaching. A clinical experience is included. Prerequisites: MUS 427 – Instrumental Conducting I; EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 394 – Methods of Teaching in Communication Studies, 4 credits. E2. This course addresses problems, processes and issues specific to teaching content in communication studies, and reemphasizes general principles of secondary teaching. Topics include: design of secondary communication studies curriculum, evaluation of performance, performance anxiety, professional liability, philosophy and practice in speech, media and theatre cocurricular programs. Emphasis is placed upon the development of units that could be used by practicing teachers. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; junior standing, completion of significant course work from the communication arts/literature education sequence, or permission of instructor. A clinical experience is included. Co-requisite: EDUC 350 – The Art and Science of Teaching; Minimum GPA: 2.75
EDUC 398 – Orientation to ECFE/ECFEPE, no credit. Minimum GPA: 2.75
EDUC 399 – Orientation to Student Teaching Lecture, no credit. E. Education 399 is required in the semester prior to the student teaching experience to arrange and prepare for the student teaching assignment. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Minimum GPA: 2.75
EDUC 420 – Knowledge, Literacy and Inquiry, 2 credits. B1, B3. Offered the first four weeks during the student teaching semester. Prospective secondary teachers are introduced to theories of knowledge formation, differences in inquiry methods in various subjects and the importance of understanding written works. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 425 – Education of the Exceptional Child; Minimum GPA: 2.75
EDUC 421 – Advanced Reading Methods of Teaching for the Elementary School, 2 credits. B1, B3. Offered the first four weeks during the student teaching semester, this course focuses on reading in the upper elementary grades. The course examines word analysis skills, comprehension skills, reading in the content areas, study skills, vocabulary development, and linguistic clues for reading. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 425 – Education of the Exceptional Child; Minimum GPA: 2.75
EDUC 425 U – Education of the Exceptional Child, 2 credits. B1, B3. Offered the first four weeks during the student teaching semester, this course prepares future teachers to work with children who are mainstreamed into the regular classroom. It provides a historical and legal context, discusses inclusion, addresses concerns in teaching and working with children who have special needs, and develops an appreciation for the contributions they can bring to the classroom. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Co-requisite: EDUC 420 – Knowledge, Literacy and Inquiry (secondary/K-12) or EDUC 421 – Advanced Reading Methods (elementary); Minimum GPA: 2.75
EDUC 439 U – Human Relations, 2 credits. B1, B3. Offered during four weeks opposite student teaching each semester, this course is designed to help students examine their own and society's perception of groups of people in our society. S-U registration only. This course is open to seniors only. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Minimum GPA: 2.75
EDUC 480 – Independent Study, 1 to 4 credits. D. This course provides an opportunity for individual students to conduct in-depth research of a particular topic under the direct supervision of a faculty member. Contact the department or program chair for more information. Minimum GPA: 2.75
EDUC 489 – Student Teaching: Middle School Level, 4 credits. S. Elementary education majors seeking an add-on endorsement in a core content area are assigned to a full-time clinical experience in one of the area middle schools for 4 weeks. Students develop teaching proficiencies under the direct supervision of a classroom teacher. Prerequisites: EDUC 210 – Foundations in Education and admission into the Teacher Education Program; EDUC 399 – Orientation to Student Teaching and endorsement for student teaching; EDUC 496 – Student Teaching: Elementary Education or by permission of the director of Field Experiences; Minimum GPA: 2.75
EDUC 490 – Practicum in Early Childhood, 2 credits. D. This practicum consists of approximately 90 hours of contact time in a facility, which serves children 5 years old or younger. Students gradually assume responsibility for planning, teaching and evaluating the activities in the early childhood facility throughout their experience. Students are involved in self-evaluation analysis along with evaluation by the supervising teacher and a college supervisor. Only for elementary education majors completing a specialty in pre-primary under old licensure rules. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Minimum GPA: 2.75
EDUC 491 Z – Student Teaching: K-12 Education, 1 to 6 credits. E. Students are assigned student teaching sites and supervised by a classroom teacher and college supervisor. The length of time of the experience varies according to the credit received. Students practice teaching methods, plan instruction, evaluate pupils' work and participate in the daily professional activities of the teacher. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; EDUC 399 – Orientation to Student Teaching and endorsement for student teaching; Minimum GPA: 2.75
EDUC 492 Z – Student Teaching: Elementary Education, Grades 1-6, 1 to 6 credits. E. Students are assigned student teaching sites and supervised by a classroom teacher and college supervisor. The length of time of the experience varies according to the credit received. Students practice teaching methods, plan instruction, evaluate pupils' work and participate in the daily professional activities of the teacher. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; EDUC 399 – Orientation to Student Teaching and endorsement for student teaching; Minimum GPA: 2.75
EDUC 493 Z – Student Teaching: Secondary Education, Grades 5-12, 1 to 6 credits. E. Students are assigned student teaching sites and supervised by a classroom teacher and college supervisor. The length of time of the experience varies according to the credit received. Students practice teaching methods, plan instruction, evaluate pupils' work and participate in the daily professional activities of the teacher. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; EDUC 399 – Orientation to Student Teaching and endorsement for student teaching; Minimum GPA: 2.75
EDUC 494 Z – Student Teaching: Art, 10 credits. E. A 10-week full-time clinical experience in teaching art in an area elementary or secondary school, where students develop teaching proficiency under the direct supervision of an art classroom teacher. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; EDUC 399 – Orientation to Student Teaching and endorsement for student teaching; Minimum GPA: 2.75
EDUC 495 Z – Student Teaching: Physical Education, 10 credits. E. Students are assigned to full-time clinical experiences in the teaching of physical education in area elementary and secondary schools for 10 weeks. Students develop teaching proficiencies in grades 1-12 under the direct supervision of a physical education classroom teacher. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; EDUC 399 – Orientation to Student Teaching and endorsement for student teaching; Minimum GPA: 2.75
EDUC 496 Z – Student Teaching: Elementary Education, 10 credits. E. Students are assigned to full-time clinical experiences in one of the area elementary schools for 10 weeks. Students develop teaching proficiencies under the direct supervision of a classroom teacher. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; EDUC 399 – Orientation to Student Teaching and endorsement for student teaching; Minimum GPA: 2.75
EDUC 497 Z – Student Teaching: Kindergarten, 5 credits. S. Kindergarten student teaching is available and recommended for students seeking kindergarten licensure in North Dakota. This would be an additional student teaching experience to the 10-week elementary education student teaching clinical. It will be 5 credits and run for five weeks. Plan to register for it summer session one and you may start as soon as the elementary experience has been completed. Contact the director of field experiences, Deb Grosz, if interested in this opportunity. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; Minimum GPA: 2.75
EDUC 498 Z – Student Teaching: Secondary Education, 10 credits. E. Students are assigned to full-time clinical experiences in one of the area secondary schools for 10 weeks, developing teaching proficiencies under the direct supervision of a regular classroom teacher. Prerequisites: EDUC 210 – Foundations in K-12 Education and admission into the Teacher Education Program; EDUC 399 – Orientation to Student Teaching and endorsement for student teaching; Minimum GPA: 2.75
EDUC 499 Z – Student Teaching: Music, 10 credits. E. Students are assigned to full-time clinical experiences in the teaching of music in area elementary and secondary schools for 10 weeks. Students develop teaching proficiencies in grades 1-12 under the direct supervision of the classroom music teacher. Prerequisites: EDUC 210 – Foundations in K-12 Education; EDUC 399 – Orientation to Student Teaching and endorsement for student teaching; Minimum GPA: 2.75