Educational Studies - Religious Education
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 (35 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 these educational areas. Topics include todayﾒs students, teachers, school, teacher effectiveness, current issues, school reform, and professionalism. A second focus of the course is an extensive field 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
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.
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.
This course explores the tenets and practices of theology through the study of the interpretations of Christian doctrines noted in the Nicene Creed and select catechetical texts. Issues of method, authority, and the interface of faith with modern culture are highlighted.
Prerequisite: one of the following: TH112, TH113, TH114, or TH115 (may be concurrent).
Students survey examples from the Pentateuch, Prophetic, Historical and Wisdom texts, their forms, settings and theology. This survey incorporates an appreciation for some basic contemporary interpretive methods. Methods encouraged by Vatican IIﾒs Dogmatic Constitution on Divine Revelation are studied.
Offered fall semester. Prerequisite: TH112, TH113, TH114, or TH115.
Students consider the history, theology, and practice of Christian sacramental life as they address the questions of ritual, celebration, and worship. The course also examines general principles of liturgy and ritual, as well as guidelines for planning and implementing pastorally effective liturgy.
Offered in alternate fall semesters. Prerequisite: TH209.
This course acquaints students with the modern history and current application of Catholic social teaching, focusing on the themes of economics and work, life and death, and war and peace issues. Students engage both primary and secondary literature and examine how Christians critically think through social issues. A service learning component is offered.
Offered in alternate spring semesters. Prerequisite: TH115 or TH209.
As the foundational class in moral theology, this course addresses the different moral theologies in the Catholic tradition, from Scriptural ethics to natural law. Contemporary issues are addressed as a means of explicating schools of ethical method and applying moral reasoning.
Prerequisite: TH115 or TH209.
Defining moments in Catholic tradition from earliest Catholicism up to the First Vatican Council (1869-70) are investigated. Official Catholic teachings, major thinkers and cultural movements are considered for their insights into Christian faith and human development.
Offered in alternate fall semesters. Prerequisite: TH115 or TH209.
This writing intensive course studies the development and interpretation of Christian theological doctrine on the person of Jesus of Nazareth, the Christ. The course treats issues from the various interpretations of the Gospel tradition to the development of doctrine (particularly in the councils of Nicaea and Chalcedon) to modern interpretations of the role of Christ in systematic theology.
Offered in alternate fall semesters. Prerequisite: TH115 or TH209.
Note: Students in this concentration are encouraged to consider taking TH 220 Introduction to the New Testament and TH 375 Contemporary Catholic Thought as electives. TH 270 Christianity in a Global Context is also recommended but not required.