/ This foundational course in the teacher preparation program provides a framework for students to deeply and critically examine societal structures/challenges and their impact on the U.S. education system from multiple perspectives. The course addresses the development of schools as institutions from historical, philosophical, political, and sociological perspectives while considering the students, families, and communities schools serve. These topics are framed by discussions of teachers' roles within the education system. Fall semester.
This second foundational course introduces students to fundamental concepts associated with learning, motivation, human development, and assessment as they apply to teaching. The course helps students to construct conceptual frameworks with which to better understand how learning works, what motivates student learning, and how learning and motivational theories relate to evidence-based best practices. Spring semester.
This accelerated course combines content from two classes -- EDUC 101 and EDUC 102 -- by connecting the curriculum through a broad examination of how research on learning, motivation and development can drive school reform to achieve high levels of learning for students with multiple intersectional identities. As students examine a set of equity-focused strategies for teaching and learning, they develop an understanding of the nature of the U.S. education system, including its strengths, challenges, and achievable changes. Spring semester.
This course provides preservice teachers with knowledge and skills necessary to promote early literacy development, specifically in 4-year-old kindergarten through grade 3. Students will develop competency and pedagogical strategies in the components of emergent literacy, including oral language development, phonological and phonemic awareness, concepts of print, the alphabetic principle, high frequency vocabulary development, decoding and spelling strategies, and fluency development. A variety of assessment techniques will be examined so that candidates can design instruction to promote literacy development based on students’ interests, assets and needs. Candidates will visit emergent literacy classrooms to observe and assist with literacy instruction and observe/assess student learning. This course includes a 12-hour observation requirement completed during class time. Prerequisite: EDUC 101 and EDUC 102. Fall, annually.
Students in this course are 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 life experiences, professional literature and the media, students gain awareness of how individuals with exceptionalities are able to adapt and excel. Students 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 explore models for supporting students with exceptionalities in transition to adulthood. Prerequisites: EDUC 125, EDUC 130; concurrent enrollment in pre-professional block.
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 engage in learning experiences that support the use of the arts in the classroom. The goal of the course is that skills acquired in this class lead to more creative approaches to teaching and learning.
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. Graded on S/U basis. Prerequisite: meet all Gate 1 requirements; concurrent enrollment in EDUC 223, EDUC 226, EDUC 281, EDUC 285, EDUC 286 and EDUC 362. 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 determination of effective teaching/learning practices. Taken as part of the pre-professional block. Graded on S/U basis. Prerequisite: meet all Gate 1 requirements; concurrent enrollment in EDUC 223, EDUC 252, EDUC 254, EDUC 281 and EDUC 351. 150 clock hours.
This course is designed for early adolescence/adolescent certification students. The focus is on embedding comprehension instruction within content courses to support the development of independent readers. Students will learn effective classroom strategies and how these teaching and learning approaches facilitate students’ literacy development as well as content knowledge. This course is based on a constructivist philosophy and includes active participation by all learners.
This course asks pre-service teachers to explore the underpinnings of diverse student populations that compose contemporary high schools. Early adolescent/adolescent certification students 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 are engaged in theory-to-practice coursework as part of pre-service teachers’ preparation for becoming successful, effective and culturally responsive educators. Prerequisite: EDUC 125 and EDUC 130; concurrent enrollment in pre-professional block.
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 125 and EDUC 130; concurrent enrollment in pre-professional block courses.
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 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 are studied as a way to stimulate the child’s natural tendency to use movement as an instrument of play and self-expression. Students 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.
This course investigates the importance of play and health in the young child’s social, cultural, psychological and physical development. Play and playful learning are explored as a means to develop dispositional characteristics essential for growth. Pre-service teachers 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 are discussed as a basis for self-image development, nutrition awareness, cardiovascular health and emergency first aid/safety.
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 8. Pre-service teachers are able to identify and use systematic, proactive teaching strategies to support positive behavior. Emphasis is placed on designing, using and interpreting behavioral data-collection systems. Emphasis is 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. Prerequisites: EDUC 125 and EDUC 130.
Child & Adolescent Development is designed to offer a critical perspective and examine child and adolescent development as it is shaped and experienced in various social contexts with an emphasis upon the world of the school. We will focus on normative development of the individual personality, from childhood through adolescence. Theories and empirical literature relevant to the biological, cognitive/intellectual, emotional, social, cultural, and transcultural development of the individual personality are explored. We will explore a variety of lenses to understand child and adolescent behavior and development—models of psychosocial, interpersonal, cognitive, moral, emotional and racial identity development will be studied within the multiple contexts of family, peer group, community and school. You will be encouraged to reflect on your own developmental experiences during childhood and adolescence. The course will also help you to challenge assumptions you may unknowingly hold and gain insight on how it has shaped your perspective and behavior. As such, the course is designed to help you better understand the variety of students you will encounter, while remaining mindful of the larger familial and contextual factors in their lives and your own practices as a teacher. You will also apply your understanding of development in the context of the 4 week Sophomore Block field-based experience. Prerequisite: EDUC 101, EDUC 102 or EDUC 103 and successful completion of Arch 1 criteria. Fall semester
This course focuses on the education of culturally and linguistically diverse populations, including the assessment of students who speak languages other than English, the identification of ESL materials, and the application of ESL research-based instructional strategies in working with populations who speak languages other than English. Prerequisite: EDUC 125/101 and EDUC 130/102 or EDUC 198/102. Fall semester.
The unique needs and rights of children and adolescents eligible for special-education services is 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 that lead to the development of good tests, and the kinds of behaviors tested by particular tests. References to current issues, legislation and court cases also occurs. Prerequisites: EDUC 123 and EDUC 130; concurrent enrollment in pre-professional block.
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 are 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 will also focus on environmental education, including the conservation of natural resources. Prerequisites: EDUC 125 and EDUC 130; concurrent enrollment in pre-professional block.
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.
This course provides the opportunity to investigate, through independent inquiry and critical analysis, educational theories, practices and agencies that influence the work of teachers. Prerequisites: instructor’s consent and approval of associate dean of social sciences.
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 is appropriate school site visits. Prerequisites: EDUC 125 and EDUC 130.
This course provides preservice teacher candidates with a solid foundation for effective literacy instruction in grades 4-12. Special emphasis will be placed on vocabulary, fluency, and comprehension, the writing process, and the purposeful selection of texts to facilitate instruction. This course will review research-based teaching strategies, instructional materials as well as methods and assessments for effective literacy instruction. Rigorous learning objectives, informed instructional decisions, and culturally-responsive literacy practices will be highlighted. The primary focus of course content includes core whole-class instruction (tier 1) and flexible small-group instruction (tier 2). A central aim of this course is to help pre-service candidates develop skills to support the literacy learning of diverse learners from different linguistic, cultural and academic backgrounds in classroom settings. This course is required for teacher candidates seeking a bachelor’s degree in Elementary Education or 4-12 English Education from St. Norbert College. Fall semester.
This course provides preservice teacher candidates with a solid foundation of content knowledge for effective literacy instruction in intermediate and middle school grades. Special emphasis is placed on the purposeful selection and reading of literary and informational texts to facilitate literacy instruction in vocabulary, fluency, and the composition and comprehension of text genres. Teacher candidates conduct close readings and analysis of texts as well as produce effective and high-level writing that demonstrate an understanding of the basic components of the English language. Course materials address the reading and writing processes, organization of a literacy block, and recent policies and standards impacting classroom teachers.
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.
This course will assist pre-service teachers, especially those who identify as non-Indigenous, in developing both a deeper understanding and an appreciation of the twelve First Nations of Wisconsin and of Urban / Intertribal Native Americans. Specifically, students will explore cultural components of each of the twelve First Nations of Wisconsin and contemporary Urban / Intertribal Native American communities. Specific components include: the histories, origin stories, languages, cultures, tribal sovereignty, treaties, and contemporary life Native people, communities, and nations in Wisconsin. Prerequisites: EDUC 101 & 102 or EDUC 103; successful completion of Arch 1 and Arch 2 criteria.
This class is an introduction to research-based pedagogical approaches to teaching mathematics. We will consider multiple issues that relate to effective learning environments, students’ and teachers’ views and experiences of mathematics, and the field of mathematics education in general. The activities and assignments in this course are designed to motivate you to develop a point of view about how K-9 students might learn mathematics and how you can facilitate that learning. In doing so, we will consider and discuss multiple points of view about mathematics teaching and learning. In particular, we will share materials and methods for teaching problem solving, reasoning, communication, and connections of the concepts, skills, and relationships in elementary/middle mathematics including number sense, place value reasoning, addition, subtraction, multiplication and division, and fractions. Secondary learners will also get to explore algebra and geometry theories and methods as well.
This four-credit course serves as an introduction to K-12 Science, Technology, Engineering, and Mathematics (STEM) teaching, with a specific focus on science teaching. It is based on extensive research into how teachers learn to teach STEM and how students learn STEM. Three major principles have been incorporated into the course design: Principle 1: Learners come into classrooms with valuable pre-existing ideas, experiences, and language about STEM content and phenomena happening in the world around them. These have a profound impact on how they experience and interpret instructional activities in the classroom. Principle 2: Learners make sense of ideas and events through discourse with others (students, families, teachers, scientists, etc.) and teachers must develop systematic ways of engaging students in sense-making discourses for STEM learning. Principle 3: Teacher learning involves development of ideas about themselves, subject matter, students, and the processes of teaching and learning. These ideas exert influence on a beginner’s repertoire of teaching practice. Field experiences in schools, and broader historical, cultural, and political contexts further influence teaching. Repertoires of practice and underlying ideas about teaching are continually “under construction” and worthy of thoughtful reflection and inquiry. All Methods course activities are built around these principles and embodied in the “Science Learning Framework” shown above. This framework emphasizes the teaching of “Big Ideas” through 3 specialized discourses. These discourses allow all students the opportunity to participate meaningfully in science and STEM more broadly.
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 junior and senior high schools. Prerequisite: MUSI 381. Fall semester.
All aspects of administration, budgeting, music literature and rehearsal techniques for the total instrumental music program are explored. The unique problems of brass, percussion, string and woodwind instrumental music are studied. The course includes observation and participation in the schools, current marching band techniques, and arranging. Prerequisite: MUSI 381. Fall semester.
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.
General music programs for adolescents are reviewed in depth. This course explores performance and non-performance opportunities. Music education majors gain the knowledge, skills, methods and materials needed for 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.
This is a required course for students seeking Teacher Certification in grades K-9 and grades 4-12 social studies. In this course. pre-service teachers explore methods for teaching social studies in K-12 classrooms through a constructivist theoretical and philosophical lens. Pre-service teachers examine how social studies methods meld with theories of learning, curricular development, evaluation, and contemporary classroom practices. Particular emphasis is placed on theory-to-practice strategies and on self- and peer-evaluation as well as instructor, fieldwork supervisor, and mentor teacher evaluation as part of pre-service teachers' preparation in becoming successful, effective, and culturally responsive educators. This 4-credit course meets for three, 60-minute class periods each week. In addition, pre-service teachers will complete a 5-6 week middle or high school social studies field placement during the semester. Prerequisites: EDUC 125 and EDUC 130; concurrent enrollment in pre-professional block.
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.
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 is 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, effective and culturally responsive educators. Prerequisites: EDUC 125, EDUC 130, and pre-professional block; concurrent enrollment in EDUC 330 and 334.
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 is coordinated with the material from other early adolescent block courses. Students 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.
This course is designed for early childhood/middle childhood/early adolescence certification students. Students develop skills in working with emergent readers; study the interrelationships between reading, writing, speaking and listening; and discuss 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 acquire basic working knowledge of the speech sound system of English. Prerequisite: meet all Gate 2 requirements and satisfactory performance in pre-professional block.
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
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: meet all Gate 2 requirements; satisfactory performance in pre-professional block.
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, socioeconomic status, sexual orientation, language, family unit, religion and gender influence students’ experiences in school. Pre-service teachers are 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.
This course examines the social, cognitive and linguistic perspectives of language development and how this influences the development of writing. Teachers are 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: meet all Gate 2 requirements; satisfactory performance in pre-professional block.
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 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.
This course focuses 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 is put into practice during labs in the St. Norbert College Children’s Center. Prerequisite: Gate 2 requirements; satisfactory completion of sophomore block.
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. Graded on a S/U basis. Prerequisite: approval to student-teach. 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. 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. Graded on a S/U basis. Prerequisite: approval to student-teach. 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. Graded on a S/U basis. Prerequisite: approval to student teach. 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. Graded on a S/U basis. Prerequisite: approval to student-teach. 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. Graded on a S/U basis. Prerequisite: approval to student-teach. 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. Graded on a S/U basis. Prerequisite: approval to student-teach. 2, 4 or 8 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. Graded on a S/U basis. Prerequisite: approval to student-teach in the United States, demonstrated evidence of dispositions, and an overall GPA of 3.0 or higher.
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.
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.
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.
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.
