Grades K–6 with Optional 5–8 or K–8 Endorsement
Students seeking elementary certification may also complete an endorsement (5–8) in one of the following disciplines: communication arts and literature, general science, mathematics, social studies, or world language and culture: Spanish (K–8).
A. All of the following:
B120 Botany and Zoology II (3 cr.)
This introductory course serves both majors and non-majors. Course topics include the process of evolution; surveys of microbial, plant and animal life; plant anatomy and physiology; comparative animal anatomy and systems physiology.
B121 Botany and Zoology II Laboratory (1 cr.)
These laboratory studies complement the concepts presented in B120. Investigations include the scientific method and techniques; phylogenetic surveys of bacteria, Protista and fungi, the plant and animal kingdoms; and animal body systems physiology.
H151 American History for Education Majors (3 cr.)
This course serves as an overview of American history for elementary education majors. It is organized around the social studies standard defined by the Minnesota Department of Education, and as such stresses, in the context of United States and Minnesota history, (1) concepts of the ways human beings view themselves in and over time, and (2) concepts of people, places, and environments. The course pays special attention to the various periods into which historians divide American history; the racial, ethnic, religious, and cultural diversity that has marked American society throughout its history; the creation and development of the United States' political and economic institutions; the role the United States has played in the world; and the ways in which changing interpretations of their own history has shaped Americans' understanding of their identity.
M108 Mathematical Concepts I: Systems (3 cr.)
This course includes concepts essential to mathematics and is required for elementary education majors. Topics include: set theory, numbers and numeration, operations, number theory, rational numbers, and problem solving. This course is open only to elementary education majors.
M109 Mathematical Concepts II: Geometry (3 cr.)
This course includes concepts essential to mathematics and is required for elementary education majors. Topics include: informal geometry, measurement, problem solving, descriptive statistics, and elementary probability. This course is open only to elementary education majors.
P111 The Earth and the Solar System (3 cr.)
This course examines physical, geological, and astronomical processes involved in shaping the Earth and other planets. The geological processes acting on the Earth and the natural history of the Earth are studied first, and then used to examine the other bodies of the solar system, studying how the physical characteristics of the planets influence and are influenced by the same basic processes operating in different ways. Topics include: the properties of Earth materials, the evolution of the Earth and geological structures, matter and energy in the Earth system, the Earth in the solar system and the universe, fundamental issues of planetary science, and fundamentals of observational astronomy and objects in the sky (moon phases, properties of orbits, etc.).
P155 Foundations of Physics (3 cr.)
This course is intended for elementary education majors as well as other non-science majors. It examines the conceptual frameworks that underlie physics, including mechanics, heat, electricity and magnetism, and light.
PS102 American National Government (3 cr.)
A basic course on the nature and purpose of our U.S. political system; includes the Constitution, institutions, processes and persons that combine to form our federal government. The student is exposed to a variety of approaches to political study.
PY111 General Psychology (3 cr.)
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. Either LCT140 and COM101 or LH105 and LH455:
Students take either LCT140 and COM101 or LH105 and LH455
COM101 Public Speaking (3 cr.)
This course prepares students to make effective, informative and persuasive presentations incorporating audio-visual enhancements, and to utilize active listening techniques. The responsibilities of both the speaker and the listener are stressed. Practical experience in preparation, delivery/participation, and evaluation are provided. Typically offered fall and spring semesters.
LCT140 First-Year Seminar (3 cr.)
First-Year Seminar provides new students at Saint Mary’s University with an integrated, initial academic experience that enables them to successfully begin the process of developing a Lasallian identity as educated and compassionate adults committed to ethical participation in our global society. To facilitate a practical transition from high school to college, emphasis is placed on developing the academic skills and attitudes necessary for students to think critically about those questions that help shape their identity as young adults: who am I?, what can I become?, and how can I become that person?
LH105 Origins and Foundations (4 cr.)
As the first course in the Lasallian Honors Program at Saint Mary’s University, Origins considers a variety of beginnings. This first-year seminar facilitates a successful transition to the university through its emphasis on developing critical academic skills and attitudes as well as appreciation of the university’s Lasallian mission and of Winona’s natural environment. Points of departure for understanding our intellectual, environmental and spiritual traditions include readings on the natural features of our region and on the life of Saint John Baptist de La Salle; the ancient narratives of Gilgamesh, Genesis and The Iliad; and a modern novel, Toni Morrison’s Song of Solomon, which elaborates on the modern significance of ancient hero stories. As part of the introduction to the Saint Mary’s community, and as a precursor to the Aesthetics course in the junior year of the honors program, students attend and discuss four local arts events during the semester. Students’ participation as audience members provides opportunities to reflect on the nature and value of art in community and culture.
LH455 Lasallian Honors Capstone (4 cr.)
In this capstone seminar, seniors in the honors program explore, in a U.S. American context, four spheres of adult life: citizenship, work, relationships and spirituality. Students are challenged to engage these themes through close reading and discussion of texts, reflection on their education in the Lasallian Honors Program, and service learning. The course emphasizes an awareness of historical development of society and social construction of individuals and systems, the challenging and ownership of one’s own beliefs, and the living out of Lasallian values in a contemporary world.
C. The following education courses to be completed first and sophomore years:
ED250 Human Relations, Cultural Diversity and Indian Cultures (2 cr.)
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.
ED301 School and Society (5 cr.)
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 contexts. Topics include today’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.
ED302 Substance Abuse Prevention and 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 statue for obtaining a teaching license. Offered fall semester. Prerequisite: concurrent with ED301.
ED306 Learning and Development (5 cr.)
In this course, the concept of learning is examined through the cognitive, social-emotional, moral and physical developmental stages of learners. Principles of teaching and learning are developed in the context of learning theory, teacher effectiveness, learner differences, and building a positive classroom climate. 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 participate in a significant clinical experience. Offered spring semester. Concurrent with ED307.
ED307 Educational Technology (1 cr.)
This course is designed to prepare future teachers to utilize 21st century technology tools in and out of the classroom to improve student-learning opportunities. Pre-service teachers will learn how to engage with current technologies for instruction, identify multi-media tools to support student learning, and become familiar with tools of technology that can be used to communicate effectively with parents and students. An electronic portfolio will be used to demonstrate learning. Prerequisite: concurrent with ED306.
D. The following education courses to be completed junior year:
ED310 Music Methods: K–8 (1 cr.)
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, ED306 and acceptance into the teacher education program or a declared Educational Studies major.
ED316 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 learn how to plan science programs, to choose from a range of effective teaching techniques, and to evaluate student learning using current informal and formal assessment practices (using 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, ED306 and acceptance into the teacher education program or a declared Educational Studies major.
ED317 Social 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 social studies in kindergarten through eighth grade. Students learn how to plan social studies programs, to choose from a range of effective teaching techniques, and to evaluate student learning using current informal and formal assessment practices (using science content standards for primary, intermediate, and middle school). Topics include lesson and unit planning, the Minnesota content standards, national standards, questioning skills, and sample activities in each strand of social studies. Offered spring semester. Prerequisites: ED301, ED306 and acceptance into the teacher education program or a declared Educational Studies major.
ED320 Art Methods: K–8 (1 cr.)
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, ED306 and acceptance into the teacher education program or a declared Educational Studies major.
ED325 Mathematics Methods: K–8 (2 cr.)
This course emphasizes the math concepts and skills taught in childhood and early adolescence settings and the instructional methods that enable students to learn those concepts. National and state standards are studied in relation to math instruction in kindergarten through eighth grade. Students also learn to prepare lesson plans and performance assessments using the state and national math standards for primary, intermediate, and middle school. Offered spring semester. Prerequisites: ED301 , ED306 and acceptance into the teacher education program or a declared Educational Studies major.
ED330 Reading, Language Arts Methods & Children’s Literature: K–8 (6 cr.)
Students participate in constructivist learning experiences to master the knowledge, dispositions, and skills needed to teach literacy from kindergarten through middle school, with a focus on phonological awareness, phonics, fluency, vocabulary, and comprehension. National, state, and Common Core 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 the literacy content standards. Field experiences augment classroom readings, discussion and activities of developmental stages of listening, speaking, reading and writing in children. Offered fall semester. Prerequisites: ED301 , ED306 and acceptance into the teacher education program or a declared Educational Studies major.
ED335 Health, Physical Education Methods: K–8 (1 cr.)
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 , ED306 and acceptance into the teacher education program or a declared Educational Studies major.
ED370 Educational Measurement and Assessment (2 cr.)
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.
ED380 Middle Level Education (2 cr.)
This course provides pre-service teachers with philosophy, organizational structure, and 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. Offered spring semester. Prerequisites: ED301, ED306 and acceptance into the teacher education program or declared Educational Studies major.
E. The following education courses to be completed senior year:
ED445 Advanced Literacy Methods for Diverse Learners K–8 (3 cr.)
In this course, elementary education majors explore the literacy needs of kindergarten through middle school students (using Response to Intervention) with exceptional learning styles and from different cultural, socioeconomic and linguistic backgrounds (including ELL). Students learn how their own cultural background influences the way they teach and master the dispositions and skills needed to facilitate language development in children with diverse and multiple literacy development needs. Offered spring semester.
ED450 Nature of the Exceptional Child K–8 (2 cr.)
This course examines the characteristics of disabilities and their impact on learners’ education and social lives. The foundations of special education are discussed including identification, modifications and requirements for receiving special education services. Working with parents, universal design for learning, and research-based practices for effective teaching and learning for all learners will also be addressed. The following special needs are addressed in this course: learning disabilities, cognitive developmental delays, speech disabilities, language disabilities, ELL, physical disabilities, autism spectrum, emotional/behavioral disabilities, other health impairments and talented and gifted. Special emphasis is placed on how teachers can effectively meet the needs of all learners in the K–8 classroom. Concurrent with student teaching.
ED470 Student Teaching: K–8 (13 cr.)
While working closely with a cooperating teacher, the teacher candidate begins to assume the role of teacher in an actual classroom setting, gradually becoming fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. The pre-service teacher is expected to demonstrate development of professional dispositions of a well organized, effective, and reflective instructor. Teacher candidates student teach for a semester in the Winona area, or for the current number of weeks required by the state for licensure in the Winona area and the remainder of the semester at a student teaching abroad program site. Mastery of the Minnesota State Standards of Effective Practice Is expected by the end of the experience Prerequisites: consent of chair of undergraduate teacher education and minimum 2.750 cumulative grade point average. Additional fee required.
ED490 Professional Capstone: Performance Assessment (1 cr.)
This course provides teacher education students with mentoring in a largely self-directed experience completing their Teacher Performance Assessment (edTPA). The experience is designed to assist teacher candidates in integrating their professional identity along program based dimensions of theory and practice. Reflection and consolidation of personal understanding is accomplished through planning, instructing and engaging students, assessing student learning, and reflection. The course also addresses professionalism and continued professional development for teachers. Coaching courses at Saint Mary’s are designed to provide students with a comprehensive understanding of coaching and prepare them as leaders in the field. Elective within the School of Education, this series of courses exposes students to theories, concepts, philosophies, and principles of effective coaching. Students may take the courses in any order. While no formal certification is presented for completion of the series, course content is valuable for those aspiring to serve others as coaches. Concurrent with student teaching.