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 as 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. Prerequisites: ED301 and 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 courses 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.

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).

Prerequisites:

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.

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, school, teacher effectiveness, current issues, school reform, and professionalism. A second focus of the course is an extensive filed experience where 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.

Offered fall semester. Prerequisite: concurrent with ED302.

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 statue for obtaining a teaching license.

Offered fall semester. Prerequisite: concurrent with ED301.

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 are actively engaged in: 1) understanding the creative developmental characteristics of children and adolescents; 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.

Offered spring semester. Prerequisites: ED301, ED302, ED306, ED307 and acceptance into the Teacher Education Program.

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 learn how to plan science programs, to choose from a range of effective teaching techniques, and to evaluate student learning using the Minnesota science content standards for primary, intermediate and middle school. Topics include lesson and unit planning, the Minnesota content standards, national standards and questioning skills.

Offered spring semester. Prerequisites: ED301, ED302, ED306, ED307 and acceptance into the Teacher Education Program.

This course is designed to help the student develop knowledge, learning objectives, methods and evaluative tools to become competent in teaching social science in 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 science standards for curriculum planning.

Offered spring semester. Prerequisites: ED301, ED302, ED306, ED307 and acceptance into the Teacher Education Program.

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 are 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.

Offered spring semester. Prerequisites: ED301, ED302, ED306, ED307 and acceptance into the Teacher Education Program.

This course emphasis the math concepts taught in the childhood/early adolescence settings and the instructional methods which enable students to learn those concepts. Students 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.

Offered spring semester. Prerequisites: ED301, ED302, ED306, ED307 and acceptance into the Teacher Education Program.

Pre-service teachers 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 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.

Offered fall semester. Prerequisites: ED301, ED302, ED306, ED307 and acceptance into the Teacher Education Program.

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.

Offered spring semester. Prerequisites: ED301, ED302, ED306, ED307 and acceptance into the Teacher Education Program.

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.

Offered fall semester. Prerequisites: ED301, ED302, ED306, ED307 and acceptance into the Teacher Education Program.

This course provides students seeking elementary education licensure with philosophy and 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 with an emphasis on adolescent development. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.

Offered spring semester. Prerequisites: ED301, ED302, ED306, ED307 and acceptance into the Teacher Education Program.

This course focuses on the concept of youth in contemporary society in terms of their behaviors, roles, experiences, and treatment. It does so within the context of the evolution and structural development of two major social institutions: the child welfare and juvenile justice systems. The course uses a sociological framework to emphasize the social, economic, and political realities of childhood in American society.

Offered spring semester.

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.

Prerequisite: S110.