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Childhood/Early Adolescence Major (Grades K–6 with 5–8 Concentration):
Students seeking elementary certification must also complete either a concentration or a minor in one of the following disciplines: English, mathematics, science, social studies, or world languages (K-8 concentration) in French or Spanish. Advising note to students taking a science concentration: please see substitution courses.
A. All of the following:
M108 Mathematical Concepts I: Systems
M109 Mathematical Concepts II: Geometry
P111 Earth and the Solar System
P155 Foundations of Physics
PY111 General Psychology
PY211 Developmental Psychology
B. Either TA101 and LCT140 or LH105 and LH405:
LCT140 First Year Seminar
LH105 Origins of Human Thought and Culture
LH405 Lasallian Capstone
TA101 Oral Communications
C. Either B110 & B111 or B120 & B121
B110 Botany & Zoology I
B111 Botany & Zoology I Lab
B120 Botany & Zoology II
B121 Botany & Zoology II Lab
D. All of the following education courses to be completed freshman and sophomore years:
ED156 First Aid and C.P.R.
ED225 Substance Abuse & Community Health
ED300 School, Society & Media
ED305 Learning, Development, & Exceptionality
E. All of the following education courses to be completed during junior year:
ED310 Music Methods
ED315 Science/Social Studies Methods
ED320 Art Methods
ED325 Math Methods
ED330 Reading, Language Arts Methods, & Children’s Literature
ED335 Health, Physical Education Methods
ED370 Educational Measurement & Assessment
ED380 Middle Level Education
ED445 Advanced Literacy Methods for Diverse Learners
F. All of the following education courses to be completed during senior year:
ED470 Student Teaching: Elementary
ED475 Human Relations, Cultural Diversity, & Indian Culture
ED490 Professional Capstone Experience: Portfolio Assessment
English Concentration:
G. One of the following courses:
E175 Introduction to Literature
E300 Dimensions of Literature
H. One of the following courses:
E120 English Composition
E220 Argumentative and Research Writing
I. The following course:
E295 Practical Grammar
Mathematics Concentration:
G. The following courses:
M308 Analysis for Teachers
M408 Topics in Mathematical Education
ST132 Reasoning with Statistics
Science Concentration:
A. The following substitutions should be made:
M151 Calculus I or M308 Analysis for Teachers in place of M109
P201 Introductory Physics I and P202 Introductory to Physics I Lab in place of P155
ST132 Reasoning with Statistics in place of M108
C. The following changes: all courses are required.
B110 Botany & Zoology I
B111 Botany & Zoology I Lab
B120 Botany & Zoology II
B121 Botany & Zoology II Lab
G. The following courses:
C131 General Chemistry I
C133 General Chemistry I Lab
C142 Chemistry II
C142 Chemistry II Lab
ED396 General Physical Sciences 5-12
P211 Physics II
P212 Physics II Lab
Social Science Concentration:
G. The following courses:
AN300 Anthropology
EC261 Principles of Microeconomics
GE305 Regional Geography
H125 Europe and the World
H150 The American Experience
PS102 American National Government
World Languages Concentration (French):
Licensure areas for K-12 certification in the state of Minnesota are currently undergoing significant change. Students considering teaching in this area should be in continuous contact with the chairs of the modern/classical languages and school of education for the list of required courses and required field experiences. Students who wish to pursue a minor in French for teaching purposes must take at least twenty-one credits in French, plus the prescribed education courses. Students who wish to pursue a major in French for teaching purposes at the 5-12 level must take at least twenty-seven credits in French beyond the intermediate level, plus the prescribed education courses. All students seeking K-8 or K-12 licensure in World Languages and Culture (French) must demonstrate an intermediate-high proficiency level in all four skills (speaking, listening, reading and writing) as outlined in th ACTFL Proficiency Guidelines and successfully complete the following language courses:
ED393 Special Methods: Modern Languages
F305 Advanced French Conversation
F306 Advanced French Composition
F331 French Civilization/Culture
F332 Francophone Societies
F321 French Phonetics and Diction is highly recommended.
World Languages Concentration (Spanish):
Licensure areas for K-12 certification in the state of Minnesota are currently undergoing significant change. Students considering teaching in this area should be in continuous contact with the chairs of the modern/classical languages and school of education for the list of required courses and required field experiences. Students who wish to pursue a minor in Spanish for teaching purposes at the 5-12 level must take at least twenty-one credits in Spanish, plus the prescribed education courses. Students who wish to pursue a major in Spanish for teaching purposes must take at least twenty-seven credits in Spanish beyond the intermediate level, plus the prescribed education courses. All students seeking K-8 or K-12 licensure in World Languages and Culture (Spanish) must demonstrate an intermediate-high proficiency level in all four skills (speaking, listening, reading and writing) as outlined in th ACTFL Proficiency Guidelines and successfully complete the following language courses:
ED393 Special Methods: Modern Languages
SP305 Advanced Spanish Conversation
SP306 Advanced Spanish Composition
SP331 Civilization/Culture of Spain
SP332 Civilization/Culture of Latin America
SP321 Spanish Phonetics and Diction is highly recommended.
Secondary Education Grades 5-12 & K-12:
Teacher preparation at the early adolescence/young adult level requires a specific set of courses in an academic major in addition to the professional education course work outlined below. Consult departmental sections of the catalog (Biology, Chemistry, English, Mathematics, Modern/Classical Languages, Music, Physics, and Social Science) for a listing of the courses required for teaching a particular discipline in grades 5–12. In addition, the following courses are required.
A. All of the following:
ED225 Substance Abuse and Community Health
PY111 General Psychology
PY211 Developmental Psychology
B. Either TA101 and LCT140 or LH105 and LH405:
LCT140 First Year Seminar
LH105 Origins of Human Thought and Culture
LH405 Lasallian Capstone
TA101 Oral Communications
C. All of the following education courses to be completed during sophomore year:
ED300 School, Society, & Media
ED305 Learning, Development, & Exceptionality
D. All of the following education courses to be completed during junior year:
ED350 Philosophy, Curriculum, and Methods: Grades 5–12
ED360 Reading: Grades 5–12
ED370 Educational Measurement and Assessment
E. One of the following special methods courses to be completed junior year:
ED390 Special Methods: Social Studies 5-12
ED393 Special Methods: Modern/Foreign Languages K-12
ED394 Special Methods: Communication Arts/Literature & Adolescent Lit 5-12
ED395 Special Methods: Mathematics 5-12
ED396 Special Methods: General Physical Science 5-12
ED397 Special Methods: General Life Science 5-12
F. Advanced courses to be completed during senior year:
ED480 Student Teaching: Secondary
ED485 Human Relations, Cultural Diversity, and Indian Cultures: Grades 5–12
ED490 Professional Capstone Experience
G. Secondary English majors only:
ED385 Adolescent Literature
H. K-12 certification: one of the following:
Student teaching at both the K-8 and secondary level
Student teaching at one of th levels and an extended field experience at the other level
Department Courses
ED100 Introduction to Education 1 credit
This course is intended to give students with an interest in education a general overview of teaching as a career. Students will explore the nature of K-12 students, the nature of schools, and current and future trends in education. While primarily intended for freshmen with an interest in teaching, it is open to any student who might wish to explore a career in education. Graded pass/fail.
ED156 First Aid and C.P.R. 1 credit
This course fulfills the Red Cross certification requirements, providing experience and practice in handling life threatening situations. The course also fulfills the state requirement for childhood/early adolescence education licensure. Prerequisite: elementary education or allied health majors. Graded pass/no credit.
ED225 Substance Abuse and Community Health 2 credits
This course is a general introduction to the effects of substance abuse and provides basic familiarization with chemical and public education programs in the school and community. Students will study how the use and misuse of chemicals can affect life and learning. The course is designed to meet the Minnesota statute for obtaining a teaching certificate.
ED298 Field Exploration 2 credits
This field exploration course is an intensive-five week engagement in the K-12 Lasallian Association of Miguel Schools. Students will work closely with teachers in support of teaching and learning in elementary, middle, and secondary educational settings. As part of their classroom and extra-curricular placements, students will conduct and analyze interviews with school administrators, classroom teachers, extracurricular staff, and other non-teaching personnel. Prerequisite: acceptance and enrollment in the Lasallian Teacher Immersion Program and consent of the chair of undergraduate teacher education.
ED300 School, Society and Media in Education 6 credits
The initial focus of this course emphasizes historical, philosophical, and sociological foundations of education. Students examine connections between theory and practice on topics within the above mentioned areas. Topics include today’s students, teachers, schools, teacher effectiveness, current issues, school reform and professionalism. A second focus of the course is an extensive field experience. Students observe and participate in elementary, middle and secondary classrooms. Throughout the course an emphasis is placed on developing skills in human resources and the use of reflective practice in teaching. This is a writing intensive course.
ED305 Learning, Development and Exceptionality 6 credits
This phase of the teacher education program focuses on the student as “learner.” The concept of learner is examined from a variety of applied areas in psychology including human learning, lifespan development, psychology of the exceptional child, and human relations and cross-cultural perspectives in psychology. Students work in a clinical field experience for five weeks, approximately eight hours per week, in a single classroom translating theories of learning and development into methods of classroom practice. The primary purpose of this clinical experience is to provide students with an opportunity engage in classroom activities (observe, participate, lead) and to reflect on how these activities translate theories of human learning and development into methods of practice. The student’s primary in-class responsibilities involve assisting the teacher, mentoring students, and, where possible, leading part or all of designated lessons or activities. The pre-service teacher is asked to continue working on his/her professional identity by demonstrating skills and dispositions of an astute clinical observer of developing learners.
ED300, ED305, and acceptance into the Teacher Education Program are prerequisites for the courses that follow. Additional specific prerequisites may be noted as appropriate for individual courses.
ED310 Music Methods: Childhood/Early Adolescence 1 credit
This course emphasizes further work in kindergarten, elementary and middle level philosophy, curriculum and instructional strategies. An emphasis is placed on the integration of music into various curriculum areas to meet the needs of diverse learners. Students will be actively engaged in: 1) understanding the creative developmental characteristics of children and adolescence; 2) designing and teaching appropriate lessons; 3) musical production; 4) using music as an alternative assessment tool; and 5) the reflection process as a means of professional development. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
ED315 Science/Social Studies Methods: Childhood/Early Adolescence 4 credits
This course serves several important functions relative to the age/grade levels involved. First, the course is designed to help the student develop knowledge, objectives, methods, and evaluative tools necessary to become competent in teaching science and social studies; to develop the ability to plan adequate science and social studies programs; to become familiar with a variety of instructional techniques appropriate for use; to demonstrate an ability to evaluate student learning. This course will also provide students with the knowledge and skills necessary to develop integrated learning across knowledge domains. An emphasis is placed on developmentally appropriate practices and addressing diverse needs of learners. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
ED320 Art Methods: Childhood/Early Adolescence 1 credit
This course emphasizes further work in kindergarten, elementary and middle level philosophy, curriculum and instructional strategies. An emphasis is placed on the integration of art into various curriculum areas to meet the needs of diverse learners. Students will be actively engaged in: 1) understanding the creative developmental characteristics of children and adolescents; 2) designing and teaching appropriate lessons; 3) artistic production; 4) using art as an alternative assessment tool; and 5) the reflection process as a means of professional development. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
ED325 Math Methods: Childhood/Early Adolescence 2 credits
The student will study the math concepts taught in the childhood/early adolescence settings and the instructional methods which will enable students to learn those concepts. The student will also learn to prepare lesson plans and units from which to teach. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
ED330 Reading, Language Arts Methods & Children’s Literature: Childhood/Early Adolescence 6 credits
Pre-service teachers will participate in constructivist learning experiences to master the knowledge, dispositions, and skills needed to teach literacy development from kindergarten through middle school. Experiences in the field will augment classroom readings, discussion and activities as students learn the stages of development of listening, speaking, reading and writing in children. The practicum is designed to address key concepts and sensitize pre-service teachers to the need for appropriate literacy experiences across the curriculum. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
ED335 Health, Physical Education Methods: Childhood/Early Adolescence 1 credit
This course presents learning activities and methodologies for teaching children/early adolescents health, physical education, and outdoor education. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
ED350 Philosophy, Curriculum, and Methods: Grades 5–12 4 credits
Middle and secondary school philosophy, classroom management, motivation, and student developmental differences will be examined. An emphasis will also be placed on unit development, daily lesson planning, interdisciplinary planning, teaming, student advising, cooperative learning, exploratory learning and a variety of teaching strategies appropriate for grades 5-12. In addition, teaching to the needs of exceptional learners will be examined in the teaching/learning context. An emphasis is placed on developmentally appropriate practices, integrating learning, and addressing diverse needs of learners. Students will participate in guided teaching experiences at the middle/high school level.
ED360 Reading: Grades 5–12 2 credits
This course is based on the premise that every teacher is a reading teacher, and that teaching students HOW to learn from textbooks is as important as teaching them WHAT to learn in specific disciplines. Major objectives of the course include learning about assessment of literacy, remediation of reading/writing deficits, effective instructional strategies for developing strategic readers and competent writers in all content areas, and planning processes necessary to meet the literacy needs of students.
ED370 Educational Measurement 2 credits
The purpose of this course is to help students understand and apply assessment theory to real-world situations. Appropriate practices for the construction, analysis, and interpretation of teacher-made and standardized assessment instruments are examined. Methods of monitoring student progress, evaluating student work and grading are practiced through a variety of student activities.
ED371 Educational Measurement and Literacy Development 2 credits
In this course, students will apply theory to classroom evaluation and learning with an emphasis on literacy development. Appropriate practices for connecting learning and assessment through analysis and interpretation of standardized assessment procedures and construction and analysis of performance-based procedures will be stressed. Methods of evaluation and grading are examined.
ED380 Middle Level Education 2 credits
This course provides students seeking childhood/early adolescence education licensure with philosophy, organizational structure, along with knowledge of and skills in the use of methods central to middle level education. Particular emphasis is placed upon interdisciplinary planning, team teaching, student advising, and cooperative and exploratory learning. An emphasis is placed on developmentally appropriate practices and addressing diverse needs of learners. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
ED385 Adolescent Literature 1 credit
This course will survey literature appropriate to the needs, interests and abilities of middle and secondary school students. It will also focus on the selection, effective presentation and the developmental value of currently available reading material based on specific developmental tasks, and identifiable characteristics, traits, special problems and reading interests of adolescents. This course is required for English majors seeking certification in Minnesota.
ED390-397 Special Methods: Grades 5–12 2 credits
Teaching methods appropriate to 5–12/K–12 classrooms are studied in the following disciplines.
ED390 Social Studies 5–12
ED393 Modern Foreign Languages K–12
ED394 Communication Arts/Literature 5–12
ED395 Mathematics 5–12
ED396 General Physical Science 5–12
ED397 General Life Science 5–12
(Music - see music department)
The above special methods courses are designed to provide pre-service teachers with additional work on knowledge and skills addressed in the general methods course. Additional experience is afforded for applying methods and teaching strategies particularly germane to teaching in the particular content domain in which the pre-service teacher is being certified. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker. Prerequisite: ED350.
ED445 Advanced Literacy Methods for Diverse Learners 3 credits
In this course, elementary education majors explore the literacy needs of kindergarten through middle school students with exceptional learning styles (LD, ADD) and from different cultural, socioeconomic and linguistic backgrounds. Students learn how their own cultural background influences the way they teach and master the dispositions and skills needed to facilitate language development in children with diverse and multiple literacy development needs.
ED470 Student Teaching: Childhood/Early Adolescence 13 credits
Student teaching credits will vary according to the student’s area(s) of certification and state requirements. Credits for student teaching will be determined in consultation with school of education faculty members. The student must earn a minimum of thirteen credits. While working closely with a cooperating teacher, the student will begin to assume the role of teacher in an actual classroom setting, gradually becoming fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. The pre-service teacher is expected to demonstrate development of professional dispositions of a well organized, effective, and reflective instructor. Students will student teach for 13 weeks in the Winona vicinity or at a student teaching abroad program site. Prerequisite: consent of chair of undergraduate teacher education and minimum 2.750 cumulative grade point average. Additional fee required.
ED475 Human Relations, Cultural Diversity, & Indian Cultures: Childhood/Early Adolescence 2 credits
The human relations course is designed for students currently completing or finished with student teaching. It is assumed (understood) that through the student teaching experience the student and university supervisor will come to more fully recognize areas in which the student is engaged in human relations issues. Emphasis is placed on providing the student with additional knowledge, expertise or skills in creating a classroom learning climate conducive to supporting differences in cultural, ethnic, racial and gender backgrounds. Special emphasis is placed on gaining an understanding of Minnesota and Wisconsin Indian cultures. The course is also intended to allow students to examine topics of special interest and work on needs relevant to their professional identity development through further individualized study, research, dialogue, observation, and/or practice.
ED480 Student Teaching: Early Adolescence/Young Adult 13 credits
Student teaching credits will vary according to the student’s area(s) of certification and state requirements. Credits for student teaching will be determined in consultation with school of education faculty members. The student must earn a minimum of thirteen credits. While working closely with a cooperating teacher, the student will begin to assume the role of teacher in an actual classroom setting, gradually becoming fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. The pre-service teacher is expected to demonstrate development of professional dispositions of a well organized, effective, and reflective instructor. Students will student teach for 13 weeks in the Winona vicinity or at a student teaching abroad program site. Prerequisite: consent of chair of undergraduate teacher education and minimum 2.750 cumulative grade point average. Additional fee required.
ED485 Human Relations, Cultural Diversity & Indian Cultures: Grades 5–12 2 credits
This course is designed around building stronger interpersonal skills, exposing students to school, home and community relationships and developing a stronger understanding of diversity. This course provides a deeper understanding of the critical needs of a diverse student body and teaching strategies that are effective in different settings. Emphasis is placed on providing students with additional knowledge, expertise and skills in creating a classroom learning climate conducive to supporting differences in cultural, ethnic, racial and gender backgrounds. Special emphasis is placed on gaining an understanding of Minnesota and Wisconsin Indian cultures. The course is also intended to allow students to examine topics of special interest and work on needs relevant to their professional identity development through further individualized study, research, dialogue, observation, and/or practice.
ED490 Professional Capstone Experience: Portfolio Assessment 1 credit
This course provides teacher education students with mentoring in a largely self-directed experience revising their professional portfolios. The experience is designed to assist teacher education candidates in integrating their professional identity along program-based dimensions of theory and practice. Reflection and consolidation of personal understanding is accomplished through position statements, personal evaluation and goal setting within a professional portfolio to be used as a tool for employment and personal professional growth. |
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