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 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.

Prerequisite: CJ111 or S110.

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.

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

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. 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 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.

Prerequisite: PY111.

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.

Prerequisite: PY111.

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. 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.

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 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 HS352.

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.

Specialized courses in particular areas of interest.

Prerequisite: consent of department.

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.