EDUC 510
Educational Measurement and Assessment (2 cr.)
Students will learn how to apply measurement theory to classroom evaluation. Analysis, administration and interpretation of standardized assessment instruments, performance assessments using national and state standards, teacher-constructed assessment tools, and evaluation and grading will be examined.

EDUC 515
Foundations of Education (2 cr.)
This course examines the historical, philosophical and sociological foundations of education, including such topics as schooling in a changing pluralistic society, human relations and discrimination issues in education, legal and political forces which impact on American education, and the teacher’s professional roles and responsibilities.

EDUC 517
Learning, Development & Exceptionality (3 cr.)
Students will learn and apply the principles of educational psychology, including (a) child and adolescent cognitive, social/emotional and moral development; (b) motivation, learning theories, classroom management and principles of effective teaching; and (c) psychology of exceptional children, including knowledge of exceptional educational need areas as defined by Minnesota, Wisconsin and federal law; the major characteristics of the disability areas in order to recognize their existence in children; and knowledge of various alternatives for providing the least restrictive environment for children with exceptional educational needs. 

EDUC 520
Reading, Language Arts & Children’s Literature Methods: K-8 (4 cr.)
Students will participate in constructivist learning experiences to master the knowledge, dispositions and skills needed to teach literacy from kindergarten through middle school. National and state standards and curriculum guides are used to develop appropriate teaching plans for primary, intermediate and middle school students. Students master lesson planning and performance assessments using state content standards. Field experiences augment classroom readings, discussion and activities of developmental stages of listening, speaking, reading and writing in children. 

EDUC 521
Science Methods: K-8 (2 cr.)
This course is designed to help pre-service teachers develop knowledge, methods and evaluative tools to become competent in teaching science in kindergarten through eighth grade. Students will learn how to plan science programs, to choose from a range of effective teaching techniques, and to evaluate student learning using performance assessments and science content standards for
primary, intermediate and middle school.

EDUC 522
Mathematics Methods: K-8 (2 cr.)
Pre-service teachers will study the math concepts and skills taught in childhood/early adolescence settings and the instructional methods which will enable students to learn those concepts. National and state standards will be studied in relation to math instruction in kindergarten through eighth grade. Students will also learn to prepare lesson plans and performance assessments using the Minnesota content standards for primary, intermediate and middle school. 

EDUC 523
Artistic Expression Methods: K-8 (2 cr.)
This course emphasizes the integration of art and music into various curriculum areas to meet the needs of diverse learners in elementary and middle school. Students will be actively engaged in: 1) understanding the developmental characteristics of creativity in children and adolescents; 2) designing and teaching appropriate lessons; 3) artistic production; 4) using art and music as alternative assessment tools; and 5) the reflection process as a means of professional development.

EDUC 524
Physical Education & Health Methods: K-8 (1 cr.)
This course presents learning activities and methodologies for teaching child/early adolescent health, physical education and outdoor education.

EDUC 528
Social Studies Methods: K-8 (2 cr.)
This course is designed to help the student develop knowledge, objectives, methods and evaluative tools necessary to become competent in teaching social studies across the span from kindergarten through eighth grade, become familiar with a variety of instructional techniques, and demonstrate an ability to evaluate student learning. An emphasis is placed on developmentally appropriate practices and addressing diverse needs of learners at primary, intermediate and middle school levels using the Minnesota social studies standards for curriculum planning.

EDUC 533
Technology in the Classroom (1 cr.)
Students will learn how to facilitate technology-based learning. Major topics include: 1) information literacy, including criteria for Web-based research; 2) disciplinespecific software and technology; 3) presentation systems (Hyperstudio, projection microscopes, PowerPoint); and 4) assessment and grading tools.

EDUC 550
Middle-Level Education (2 cr.)
This course focuses on the philosophy, organizational structure and teaching 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.

EDUC 554
Clinical Practicum (0 cr.)
Students will work under a cooperating teacher in an area school two days per week for 10 weeks. Translation of learning theory to classroom practice and preparation for student teaching will be featured.

EDUC 555
Student Teaching: Elementary Education (K-6) with an Early Adolescence (5-8) Specialty (6 cr.)
While working closely with a cooperating teacher and university supervisor, the student will gradually become fully responsible for planning, organizing and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. Students will student-teach for a minimum of 15 weeks in Winona or the vicinity.

EDUC 565
Human Relations, Cultural Diversity & American Indian Cultures (2 cr.)
This course is designed to sensitize students to issues that can cause discriminatory and prejudicial behaviors in students, teachers, administrators, parents and members of the community at large. Emphasis will be placed on developing the skills and dispositions of an inclusive, multicultural teacher in today’s diverse classrooms. A particular focus will be placed on American Indian cultures of the Upper Midwest (Minnesota and Wisconsin).

EDUC 570
Professional Capstone/Portfolio (2 cr.)
The course is designed to help teacher education candidates integrate their professional identity along program-based dimensions of theory and practice. A special focus will be placed on examination of professional literature and research regarding school issues such as violence prevention, teacher development, and school reform models. Candidates will complete a professional portfolio that addresses their mastery of the Standards of Effective Practice.

EDUC 575
Substance Abuse Education & Community Health (1 cr.)
This course is a general introduction to the effects of substance abuse and provides basic familiarization with chemical and public health education programs in the school and community. The course is designed to meet the Minnesota statute for obtaining a teaching license.

EDUC 580A
Topics in Education (3 cr.)
This seminar course will explore a broad range of timely topics in the field of education based on student interest. Group research and debates will be featured.

EDUC 580B
Topics in Education: ESL (3 cr.)
Students who wish to explore topics related to educating English Language Learners will be guided by instructors with special expertise in elementary through secondary English as a Second Language programs.

EDUC 580C
Topics in Education: Special Needs (3 cr.)
In this seminar course students will explore in depth topics related to students with special needs, e.g., learning disabilities, attention deficit disorder, gifted and talented, and other conditions requiring differentiated instruction in inclusive classrooms.

EDUC 585
Advanced Literacy Methods for Diverse Learners (3 cr.)
Pre-service teachers will master the concepts and skills needed to teach kindergarten through eighth grade children who differ in how they acquire literacy because of learning, attention, language and cultural differences. Three major strands will be featured: 1) fostering literacy in children who come from non-mainstream cultures and languages; 2) fostering literacy in monolingual English-speaking children with special learning needs (LD, ADD); and 3) evaluating research and integrating research findings into high literacy
programs for diverse learners.

EDUC 590
Introduction to Educational Research (2 cr.)
This course features the fundamentals of designing and conducting teacher action research. Students will acquire the skills needed to: 1) select an area of inquiry suitable for action research; 2) complete a review of the pertinent research literature; 3) frame a hypothesis that is testable using action research methodology; and 4) write a comprehensive and critical review of the extant literature on the student’s topic of inquiry.

EDUC 595
Philosophy of Education (3 cr.)
This course is designed to engage students in intensive study of prominent educational philosophers in relation to critical issues in contemporary education. Students will be expected to present and defend a personal philosophy of education that reflects their beliefs relevant to philosophical writings and current issues.

EDUC 599A
Research Project (1 cr.)
Building on the critical review of literature completed during EDUC 590, students will perfect and present a plan for testing their hypotheses via classroom-based action research. Research proposal defense is the culminating performance of the Master of Arts in Instruction candidate.

EDUC 599B
Research Project: ESL (1 cr.)
Students who elect to pursue research topics related to English Language Learners will perfect and present a plan for testing their hypothesis via classroom-based action research centering on education of ESL students. Research proposal defense is the culminating performance of the Master of Arts in Instruction candidate.

EDUC 599C
Research Project: Special Needs (1 cr.)
Students who elect to pursue research topics related to students with special needs will perfect and present a plan for testing their hypothesis via classroom-based action research regarding education of students with special needs in mainstream classrooms. Research proposal defense is the culminating performance of the Master of Arts in Instruction candidate.

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