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Teacher Education Course Offerings

EDUC 125 Foundations of U.S. Education
This course addresses the development of schools as institutions from historical, philosophical, political and sociological perspectives. It traces the evolution of schools, educational systems and educational thought in the U.S. in relation to the major traditions of education and the larger movements of American life.

EDUC 130 Psychology for Teaching (Core: IS)
Course content features learning and motivation theories and recommended teaching and assessment strategies. Concepts and required coursework are applied to primary, elementary, middle and secondary classroom situations.

EDUC 226 Social Studies Methods
Pre-service teachers will explore methods for teaching social studies in the elementary/middle school grade levels through a constructivist theoretical and philosophical lens. Pre-service teachers will also examine how social studies methods meld with theories of learning, curricular development, evaluation, and contemporary classroom practices. Particular emphasis will be placed on theory-to-practice strategies and on self and peer evaluation as part of pre-service teachers’ preparation for becoming successful and effective culturally-responsive educators. Prerequisites: EDUC 125 and EDUC 130; concurrent enrollment in pre-professional block.

EDUC 232 Adolescents with Exceptionalities
Students in this course will be introduced to the ways in which students who have low or high incidence exceptionalities can affect their learning experiences and social relationships. Through discussion of the life experiences, the professional literature and the media, students will gain awareness of how individuals with exceptionalities are able to adapt and excel. Students will become familiar with federal mandates for inclusive practices to include differentiated instruction, universal design, augmentative and alternative communication, and assistive technology as they relate to accessibility to the general curriculum and capacity based learning. In addition, students will explore models for supporting students with exceptionalities in transition to adulthood. Prerequisites: EDUC 125, EDUC 130, concurrent enrollment in pre-professional block.

EDUC 235 Teaching Methods in the Arts (2 credits)
This course explores strategies for integrating art, music and drama activities into K-8 classrooms. It offers practical experiences in the creation and teaching of arts activities while providing students with an understanding of the relationship of the arts to the core curriculum. Students will engage in learning experiences which support the use of the arts in the classroom. The goal of the course is that skills acquired in this class will lead to more creative approaches to teaching and learning.

EDUC 249 Pre-Student Teaching Experience, Elementary School (2 credits; 150 clock hours)
A practicum experience for prospective Elementary Education candidates. For five weeks, students are assigned full-time to a certified teacher as an assistant in a public or parochial school. Emphasis is placed on direct application of theory in the classroom. The focus is on determination of effective teaching / learning practice. Taken as part of the pre-professional block. Prerequisite: meet all Gate 1 requirements. Graded on S/U basis. Concurrent enrollment in EDUC 223, EDUC 226, EDUC 281, EDUC 285, EDUC 286, and EDUC 362.

EDUC 250 Pre-Student Teaching Experience, Secondary School (2 credits; 150 clock hours)
A practicum experience for prospective Secondary Education candidates. For five weeks, students are assigned full time to a certified teacher as an assistant in a public or parochial school. Emphasis is placed on direct application of theory in the classroom. The focus is on discrimination of effective teaching / learning practices. Taken as part of the pre-professional block. Prerequisite: meet all Gate 1 requirements. Graded on S/U basis. Concurrent enrollment in EDUC 223, EDUC 252, EDUC 254, EDUC 281, and EDUC 351.

EDUC 254 Instructional Methods for Adolescents
This course asks pre-service teachers to explore the underpinnings of diverse student populations, which compose contemporary high schools. Early Adolescent/Adolescent certification students will examine the origins of the high school, the effects of schools on minority populations, and components of culturally relevant pedagogy applicable in modern high schools. Students will be engaged in theory-to-practice coursework as part of pre-service teachers’ preparation for becoming successful and effective culturally-responsive educators. Prerequisite: EDUC 125 and EDUC 130; concurrent enrollment in pre-professional block.

EDUC 262 Children’s Literature
This course introduces pre-service teachers to the depth and breadth of children’s literature while facilitating their understanding of the role it plays in education. Focus is on analyzing literature for quality and diversity. Knowledge of genres and literary elements as they pertain to children’s literature is also emphasized. Practical applications of children’s literature for teaching academic content are essential to this course. Prerequisites: EDUC 125and EDUC 130; concurrent enrollment in pre-professional block courses.

EDUC 269 Fine Arts in the Growth and Development of Young Children
This course concentrates on two areas: arts in the curriculum and music and movement in preschool. Arts in the curriculum explores strategies for integrating art and drama activities into K-8 classrooms. It offers practical experiences in the creation and teaching of arts activities while providing students with an understanding of the relationship of the arts to the core curriculum. Students will engage in learning experiences that support the use of the arts in the classroom. Music and movement for preschoolers is designed to investigate the child’s potential for self-expression and discovery. Music and rhythms will be studied as a way to stimulate the child’s natural tendency to use movement as an instrument of play and self-expression. Students will study chants and rhythms, dance and musical games, percussion instruments, and movement and self-expression using classical and modern music. Prerequisite: meet all Gate 1 requirements.

EDUC 275 Play and Health in Early Childhood Education
This course investigates the importance of play and health in the young child’s social, cultural, psychological and physical development. Play and playful learning will be explored as a means to develop dispositional characteristics essential for growth. Pre-service teachers will learn to infuse play and playful learning into curriculum design, lesson planning and the core curriculum. Movement, games, rhythms, early fitness testing and sport skills will be discussed as a basis for self image development, nutrition awareness, cardiovascular health, and emergency first aid/safety.

EDUC 278 Positive Behavioral Support and Assessment
This course examines theories of growth, development, and learning as they relate to behavioral management, conflict resolution and positive behavior support for early learners – from birth through age eight. Preservice teachers will be able to identify and use systematic, proactive teaching strategies to support positive behavior. Emphasis will be place on designing, using and interpreting behavioral data collection systems. Emphasis will be placed on the importance of collaboration with students, colleagues, families, and community members to ensure behavioral practices and methods are culturally sensitive, developmentally appropriate and meet the direct social and academic needs of diverse early learners. Prerequisite: EDUC 125 and EDUC 130.

EDUC 281 Teaching Children with Exceptionalities
The unique needs and rights of children and adolescents eligible for special education services will be studied. Specific classifications of exceptionality include: cognitive, learning, emotional, speech / auditory, visual, physical / health, autism and gifted / talented. Conditions of prevalence, eligibility, transition, assessment, special pedagogy and multicultural considerations will be studied. Students also learn to be informed users of tests, to bring to the task certain domains of knowledge – including knowledge of the basic uses of tests, the important attributes which lead to the development of good tests, and the kinds of behaviors tested by particular tests. References to current issues, legislation and court cases will also occur. Prerequisites: EDUC 123 and EDUC 130; concurrent enrollment in pre-professional block.

EDUC / GEOL 287 Integrated STEM Methods
This course integrates research-based strategies and constructivist teaching principles with science, technology, engineering, and mathematics (STEM) frameworks to provide a foundation for teaching students in PK-8 educational settings. Students will be able to create units of instruction, engage students in STEM activities, design assessment models, and understand how to design a classroom environment suitable to meet the needs of all learners. This course also will focus on environmental education including the conservation of natural resources. Prerequisites: EDUC 125 and EDUC 130; concurrent enrollment in pre-professional block.

EDUC 289 Special Topics (2 credits)
This is a seminar course offered whenever a mutual interest in a specialized topic in education or pedagogy exists for a member of the faculty and a sufficient number of students.

EDUC 290 Independent Study (2 credits)
This course provides the opportunity to investigate, through independent inquiry and critical analysis, educational theories, practices and agencies which influence the work of teachers. Prerequisites: instructor’s consent and approval of associate dean of social sciences.

EDUC 292 History and Philosophy of Early Childhood Education Programs
This course is based on readings in early childhood education and related literature. It introduces students to various historical, philosophical and theoretical bases for early childhood programs. The course also introduces recent developments in the education of the young child. Special emphasis is given to the current development and administration of early childhood programs. A major feature of the course will be appropriate school site visits. Prerequisites: EDUC 125 and EDUC 130.

EDUC 310 Methods in Teaching English as a Second Language (2 credits)
This course is for prospective teachers pursuing ESL certification. It provides instruction in the following areas: methods and approaches to teaching ESL, background and techniques for teaching basic language skills, second language acquisition, learner variables, assessment, and lesson planning. Spring semester.

EDUC 315 Choral Music Methods for Junior and Senior High School (2 credits)
A study of the techniques of choral singing, performance style of various periods of music, swing choir techniques, the presentation of high school musicals, choral arranging and the administration of a choral program in the junior and senior high school. Prerequisite: MUSI 381. Fall semester.

EDUC 316 Instrumental Music in the Schools (2 credits)
All aspects of administration, budgeting, music literature and rehearsal techniques for the total instrumental music program will be explored. The unique problems of brass, percussion, string and woodwind instrumental music will be studied. The course will include observation and participation in the schools, current marching band techniques and arranging. Prerequisite: MUSI 381. Fall semester.

EDUC 317 General Music in the Elementary School (2 credits)
This course provides music education majors with the knowledge, skills, methods and materials needed for successful teaching in the elementary general music setting. Music development in children and successful methodologies for elementary music instruction are studied and applied. Piano accompanying and recorder performance skills are reinforced. Prerequisites: Music Education majors, sophomore standing. Fall semester.

EDUC 318 General Music in Secondary School (2 credits)
General music programs for adolescents are reviewed in depth. This course explores performance and non-performance opportunities. Music education majors will gain the knowledge, skills, methods, and materials needed for the successful planning and teaching in secondary general music settings. Guitar accompaniment skills are included in this course. Prerequisites: EDUC 317, music education major, sophomore standing. Spring semester.

EDUC 330 Adolescent Non-Academic Needs
This course addresses the non-academic needs and issues of the middle school student. The developmental characteristics and affective needs of middle school students are central to the educational environment that teachers must create in those classrooms to ensure student achievement. The topics in this course include classroom management and behavior management, behavior assessment, conflict resolution, and communication with families, colleagues, and community agencies. Prerequisites: EDUC 125, EDUC 130 and pre-professional block, concurrent enrollment in EDUC 332 and EDUC 334.

EDUC 332 Adolescent Psychology and Instructional Methods
This course focuses on cultivating an understanding of the holistic nature and academic needs of diverse early adolescent learner populations. Topics discussed include motivation and teaching strategies developmentally appropriate for early adolescent learners and understanding curricular issues associated with early adolescent audiences. Particular emphasis will be placed on implementing theory-to-practice strategies in the classroom and on self and peer assessment as part of pre-service teachers’ preparation in becoming successful and effective culturally-responsive educators. Prerequisites: EDUC 125, EDUC 130, and pre-professional block; concurrent enrollment in EDUC 330 and 334.

EDUC 334 Early Adolescent Field Experience (2 credits)
This field experience provides pre-service teachers the opportunity to delve further into the theory-to-practice component of pre-service training in middle school classrooms. The content of these courses will be coordinated with the material from the other Early Adolescent block courses. Students will reflect on real-world experiences when they plan, teach, and assess early adolescent students in local schools. Prerequisites: EDUC 125, EDUC 130, and pre-professional block; concurrent enrollment in EDUC 330 and 332.

EDUC 350 Developmental Reading and the Language Arts
This course is designed for early childhood / middle childhood / early adolescence certification students. Students will develop skills in working with emergent readers, study the interrelationships between reading, writing, speaking and listening and how these language arts can be infused across the curriculum. Current approaches, theories and materials used in literacy instruction are closely examined. In addition, students will acquire basic working knowledge of the speech sound system of English. Prerequisite: meet all Gate 2 requirements and satisfactory performance in pre-professional block.

EDUC 351 Reading and Language Arts Across Content Areas
This course is part of secondary sophomore block. It is the first course in a two-course sequence focusing on literacy and language arts across content areas in early adolescent and adolescent education. This course addresses six key areas: adolescent identities and literacies, effective reading and learning practices, expanding comprehension, teacher and student assessment of literacy development, learning strategies, and vocabulary knowledge. This course is based on a constructivist philosophy and includes active participation by all learners. Prerequisite: meet all Gate 1 requirements. Concurrent enrollment in pre-professional block courses.

EDUC 352 Advanced Reading in the Contact Areas (2 credits)
This is the second course in a two-course sequence focusing on literacy and language arts across content areas in early adolescent and adolescent education. The course focuses on four key areas: facilitating student motivation, applying writing-to-learn approaches, implementing information and communication technology (ICT) techniques, and employing multiple sources as teaching tools. This course builds on skills acquired in EDUC 351 and on insights on teaching and learning obtained during sophomore block field experiences. Prerequisite: satisfactory performance in pre-professional block and meet all Gate 2 requirements.

EDUC 372 A Multicultural Approach to Early Education Curricular Issues and Instructional Methods
This course explores multicultural issues in education. It is intended to help pre-service teachers gain an understanding of multicultural issues that emerge in schooling and society. This course aims to engage pre-service teachers to examine how race, ethnicity, socio-economic status, sexual orientation, language, family unit, religion, and gender influence students’ experiences in school. Pre-service teachers will be able to develop various developmentally appropriate curricula approaches in multicultural education that are culturally relevant, responsive and liberating to the diverse needs of children. Prerequisite: EDUC 125, EDUC 130, Elementary Sophomore Block.

EDUC 373 The Writing Process: Socio/Psycholinguistic Elements
This course examines the social, cognitive and linguistic perspectives of language development and how this influences the development of writing. Teachers will be able to utilize appropriate writing and assessment opportunities as it pertains to those seeking early childhood / middle childhood / early adolescence certification. This course is grounded in research in transactional theory of reading and writing. Prerequisite: satisfactory performance in pre-professional block and meet all Gate 2 requirements.

EDUC 386 Reading Improvement in the Elementary/Middle School
This course consists of class work and directed teaching experiences. Instruction is provided in diagnosis, instructional planning for remediation, ongoing evaluation of reading progress and the use of authentic literature. Students will design and implement instruction based on children’s needs. Students are supervised in a field experience as they assess, then teach children for two to three hours each week. Prerequisite: EDUC 350.

EDUC 394 Curriculum and Instructional Planning for Young Children
This course will focus on curriculum, methodology, instructional content and classroom management for pre-school and kindergarten-age children. Examples include attention to number concepts, science and investigation, early language experiences, the use of art and drama, and classroom design with special consideration of health and safety issues. Attention will be given to the implementation of developmentally appropriate practice as it relates to selecting, planning, organizing, presenting and evaluating educational experiences appropriate to the developmental level and cultural background of children. Classroom management will be put into practice during labs in the St. Norbert College Children’s Center. Prerequisite: satisfactory completion of sophomore block and Gate 2 requirements.

EDUC 396 Early Childhood: Assessment of Early Learners (2 credits)
This course addresses the assessment of young children from birth through age eight. It is designed for early childhood certification students to understand the historical, theoretical, and research groundings that inform current assessment practices. Pre-service teachers will explore the role of assessment in early childhood education and examine the various forms of assessment. Pre-service teachers will examine the various methods of assessment to best meet the needs of individual students and will discuss the process of establishing an instructional plan using assessment data. Prerequisite: satisfactory completion of pre-professional block.

EDUC 440 Student Teaching: Early Childhood (4 or 8 credits)
Pre-service teachers spend nine weeks of full participation at a kindergarten or in a primary grade under the direction of a cooperating teacher and college supervisor at a local public or private school. A weekly seminar is held. Prerequisite: approval to student teach. Graded on a S/U basis.

EDUC 445 Student Teaching: Middle Childhood (4 or 8 credits)
Pre-service teachers spend nine weeks of full participation in an elementary classroom under the direction of a cooperating teacher from a local public or private school and a college supervisor. During the student teaching practicum each student must participate in a seminar once a week. Prerequisite: approval to student teach. Graded on a S/U basis.

EDUC 450 Student Teaching: Early Adolescence (4 or 8 credits)
Pre-service teachers spend nine weeks of full participation in a middle school classroom under the direction of a cooperating teacher from a local public or private school and a college supervisor. During the student teaching practicum each student must participate in a seminar once a week. Prerequisite: approval to student teach. Graded on a S/U basis.

EDUC 455 Student Teaching: Adolescence (4 or 8 credits)
Pre-service teachers who seek certification to teach in a high school spend nine weeks of full participation in a local public or private high school under the direction of a cooperating teacher and a college supervisor. During the student teaching practicum each student must participate in a seminar once a week. Prerequisite: approval to student teach. Graded on a S/U basis.

EDUC 469 Student Teaching: General Music (4 or 8 credits)
Prospective general music teachers spend nine weeks of direct observation and participation in a local public or private elementary and/or middle school under the direction of a cooperating teacher and a college supervisor. Prerequisite: approval to student teach. Graded on a S/U basis.

EDUC 470 Student Teaching: Choral Music (4 or 8 credits)
Prospective choral music teachers spend nine weeks of direct observation and participation in a local public or private elementary and/or middle school under the direction of a cooperating teacher and a college supervisor. Prerequisite: approval to student teach. Graded on a S/U basis.

EDUC 475 Student Teaching: Instrumental Music 1 (2 or 4 or 8 credits)
Prospective instrumental music teachers spend nine weeks of direct observation and participation in a local public or private secondary school under the direction of a cooperating teacher and a college supervisor. Prerequisite: approval to student teach. Graded on a S/U basis.

EDUC 477 Student Teaching Abroad (0 credits)
Pre-service teachers spend half of their placement student teaching abroad. Placements have been made in England, Ireland, Wales, Scotland, Costa Rica, New Zealand, Ghana and St. Lucia. Prerequisite: approval to student teach in the United States, demonstrated evidence of dispositions, and an overall GPA of 3.0 or higher. Graded on a S/U basis.

EDUC 489 Special Topics (2 or 4 credits)
This is a seminar course offered whenever a mutual interest in a more specialized topic in education or pedagogy exists for a member of the faculty and a sufficient number of students.

EDUC 490 Independent Study (2 or 4 credits)
Individual study of an approved topic in education or teacher training under the direction of an education faculty member. Independent study permits faculty and students to explore together some subject of special or personal interest. Prerequisites: instructor’s consent and approval of the associate dean of social sciences.

EDUC 492 Directed Research (2 or 4 credits)
Qualified students may perform projects in educational research under the supervision of an education faculty member. Prerequisites: instructor’s consent and approval of the associate dean of social sciences.

EDUC 494 Internship
Appropriate work experience in schools, government agencies or firms and foundations supporting education may be undertaken for course credit when directly related to the educational goals of the student. Prerequisites: instructor’s consent and approval of the associate dean of social sciences.

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