Educational Studies - Adult Educational Contexts
The major paradigm offered below is an optimal pathway to completion of the major. However, several factors affect a student's ability to follow this specific pathway, including timing of a student's decision to major, course availability, course demand, course scheduling conflicts, and faculty availability. Therefore, a student should expect that he/she will not likely follow this specific pathway to completion of the major. A student may use the paradigm as a resource and preparation guide, but a student's academic advisor is the best resource for planning course schedules.
|Course requirements for an Educational Studies Major and a Secondary Education Major align in some cases. There is an opportunity to cross over from one to the other if a student completes major requirements in a field such as social science, math, English, etc. If this is being considered, it is important to meet with an education advisor at the end of the freshman year to discuss differences between the majors. A change from Educational Studies to Secondary Education may require students to have an overload one or two semesters. To avoid an overload of courses, students may choose to take courses during the summer with the approval of the department chair. Students who are required to take skill-building courses or those who withdraw from courses may need more time to satisfy all requirements.|
|Field and Internship experiences in Educational Studies are available in a variety of settings. Students considering this major should consult with the coordinator of the Human Services program or an advisor in Social Sciences to see the range of experiences available.|
It is the responsibility of the student to complete all major and university requirements. Please refer to the university catalog for additional information regarding this major. Course title and content is subject to change. Not all courses are offered each semester or year. Please consult with your major advisor for the most current information.
Students enrolled in the Lasallian Honors Program should consult the program director for the appropriate sequence of courses.
A. Educational Studies Core (20 credits)
This course provides a general introduction to human relations, cultural diversity and Indian cultures as these concepts relate to teaching and learning in the K-12 classroom. Emphasis is placed on providing the students 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.
This phase of the Teacher Education Program focuses on the K-12 student as learner. The concept of learner is examined from a variety of applied areas in educational psychology. Principles of teaching and learning are developed in the context of learning theory, teaching effectiveness, learner differences, and child and adolescent development. Students engage in the central question: What do highly effective teacher leaders know, think and do with respect to learning, development and learner differences? Students also observe, participate and engage in a clinical field experience for five weeks in a single classroom translating theories of learning and development into methods of classroom practice while continuing to work on professional identity and dispositions.
Offered spring semester. Concurrent with ED307.
This course is designed to prepare future teachers to utilize technology in the classroom as a tool for improving student learning. Pre-service teachers learn how to identify and apply technology resources to enable and empower learners with diverse backgrounds, characteristics and abilities in order to deliver instruction at different levels and paces and to stimulate advanced levels of learning. The course focuses on management of technology resources within the context of learning activities and develops strategies to manage student learning in a technology-integrated environment.
Prerequisite: concurrent with ED306. ED301, ED302, ED306, ED307, and acceptance into the Teacher Education Program are prerequisites for the courses that follow. Educational studies majors: see course requirements in each concentration. Additional specific prerequisites may be noted as appropriate for individual courses.
Students complete field work in education-related programs selected on the basis of individual interests and goals. Students who meet College eligibility standards arrange placements with the assistance of the academic advisor(s).
ED250 Human Relations, Cultural Diversity and Indian Cultures
ED306 Learning and Development
PY111 General Psychology
Juniors and seniors who meet University eligibility requirements and have consent of the academic advisor are placed in “on the job” learning experiences with established professionals in the appropriate concentration area. The student’s academic advisor and professional staff at the internship site provide guidance and supervision during the internship.
Pre-requisites: Completion of all other Educational Studies Core requirements.
General Psychology provides an overview of the methods, fundamental principles, and major perspectives which define the discipline of psychology. Intrapersonal and/or interpersonal psychological processes involved in the biological basis of behavior, sleeping and dreaming, conditioning and learning, cognition, lifespan human development, abnormal psychology, and psychological treatment. Classical and contemporary research and perspectives including the biological, cognitive, behavioral, psychodynamic, humanistic, sociocultural and evolutionary perspectives are explored. Students are actively involved through application, interactive exercises, simulations, and projects.
B. All of the following (27 credits)
Middle and secondary school philosophy, classroom management, motivation, and student developmental differences are examined. An emphasis also is placed on unit development, daily lesson planning, long-range 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 is examined in the teaching/ learning context. An emphasis is placed on developmentally appropriate practices, integrating learning, and addressing diverse needs of learners. Students participate in guided teaching experiences at the middle/high school level.
Offered fall semester.
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.
Offered fall semester.
Students practice and demonstrate skills for intentional attending, development of therapeutic rapport, culturally competent interviewing and assessment, and solution- focused intervention planning.
Offered spring semester. Prerequisite: HS111.
This course explores the study of growth and development across the life span. Students are introduced to the reciprocal nature of biological, cognitive, social and cultural factors on the developing person. This is a research- based introduction to understanding the expression of development in everyday life as it extends to family, friendship, youth ministry, school, neighborhood, sports, health care, and social services.
This course investigates the dynamics of abnormal behavior. Disorders manifested in childhood and adolescence, eating disorders, anxiety disorders, dissociative disorders, somatoform disorders, mood disorders, schizophrenia, substance abuse, sexual disorder, and dependence, violence and abuse, and personality disorders are studied. Etiology, diagnosis, prognosis, research, prevention and therapy are considered. The interactions among biological, psychological, social and cultural factors are emphasized.
The nature and foundations of society and the individual, the main forces that strengthen and weaken social groups and the conditions that transform social life are examined in this course.
Offered every semester.
This course examines the major sociological perspectives in conjunction with an instruction in the logic and procedures of gathering information about social phenomena. The course covers topics such as: the logic of the scientific method, research design, hypotheses formation, theory and methods of scaling, and research analysis.
Also offered as PS242. Offered every semester. Prerequisites: S110 and either ST132 or ST232.
This course offers a working experience in the purpose and tools of qualitative field methods. The course covers rapport, methods of observation, field notes, data coding and analysis, ethnography, focus groups and interviews, as well as an introduction to quasi-experimentation.
Offered every semester. Also offered as PS342.
PS242 Logic of Analysis
S250 Logic of Analysis
C. Minimum nine credits from among the following (9+ credits)
The primary objective of this course is to provide a comprehensive survey of the use and/or abuse of drugs in the United States and their impact on the criminal justice system. Special attention is given to the historical and sociological contexts in which drug laws have evolved and the implication of those laws on drug prevention policies.
Typically offered every fall semester. Prerequisite: CJ111 or S110.
This course provides numerous theoretical perspectives on ethnicity, class and gender along with a variety of activities which ensure each student an opportunity for developing an experience base with members of various ethnic, social class and gender communities. Also offered as S425.
Typically offered every spring semester. Prerequisite: S110.
This course examines the multifaceted problem of criminal victimization. The historical and emerging roles of victimology as a field of study are examined and special attention is paid to the theoretical and policy aspects of the field.
Typically offered every fall semester.
Case management is a vital professional skill. In this course students apply informal and formal assessment strategies to family units, identify and document problems in daily living as experienced by various populations, practice decision-making regarding ethical dilemmas, and document generalist case management services using professional practice standards. This course is also appropriate for psychology or criminal justice/corrections track majors.
Offered spring semester. Prerequisite: HS211 or PY410.
This course is devoted to a thorough review, analysis and evaluation of public welfare policy and at least one other topic. These topics may include but are not limited to the following: health care; environmental regulations; energy; consolidation of federal programs; affirmative action, etc. Special emphasis is given to the formulation, adoption, implementation, impact, and evaluation of public policy. Also offered as PS370.
The course helps students acquire theoretical knowledge (what we do and why we do it) as well as practical methods (how we do it) necessary to manage organizations in the nonprofit sector. The course will focus on issues related to effective management and leadership across varied types of organizations that make up the “third” (nonprofit) sector, including but not limited to the history of the nonprofit sector; variations in non-profit organization structure; mission development, strategic planning and advocacy; fundraising, development and financial management; assessment and accountability; human resources (including volunteer) management; marketing; governance and leadership ethics; nonprofit law; and the future of the nonprofit sector.
This course is designed to introduce students to the field of sport psychology. Students will survey a broad range of topics related to the field, including but not limited to: history, performance enhancement techniques, individual differences in performance, team dynamics, leadership, communication, injury, burnout, exercise fulfillment, current trends and ethics. Students will use their own experiences, knowledge, class readings, class discussions, and observations to explore the field of sport psychology, its principles, concepts, and professional practice.
Positive Psychology is grounded on the belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of love, work, and play. This course will examine the three pillars of positive psychology: positive emotions, positive individual traits, and positive institutions. This will include an in-depth look at the concepts of happiness, love, work, compassion, courage, resilience, curiosity, creativity, self-control, justice, responsibility, leadership, teamwork, purpose and tolerance.
A comprehensive study of the family and associated institutions, theories and research in American family structure and function, cross-cultural comparisons, family interaction dynamics, disorganization, and change is included.
Students in this concentration are encouraged to consider taking ST132 Reasoning with Statistics as the Quantitative Systems (QS) general education content area requirement, as it also is a pre-requisite for PS242/S250.