We train our future teachers to transmit a heritage of wisdom, skill and moral commitment for the next generation.

Teacher Education Course Offerings

EDUC 125 Foundations of U.S. Education (four credits)
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 (four credits)
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 223 Instructional Technology (two credits)
An integrated approach for selecting and using technology in the classroom forms the structure of this course. With an emphasis on the application of technology to transform teaching and learning, students demonstrate their proficiency in the ISTE NETS-T, while exploring current issues and best practices in instructional technology. Pre-professional block. Prerequisite: meet all Gate 1 requirements.

EDUC 226 Elementary/Middle School Social Studies Methods (two credits)
This course provides a theoretical, historical and philosophical examination for teaching social studies in the elementary school. Social studies methods are considered as well as evaluation, theories of learning, curricular development and contemporary classroom practices. Pre-professional block course. Prerequisite: meet all Gate 1 requirements.

EDUC 235 Teaching Methods in the Arts (two 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. It is hoped that skills acquired in this class will lead to more creative approaches to teaching and learning. Prerequisite: admission to class cohort. This class is linked/merged with EDUC 271 for EC/MC candidates.

EDUC 249 Pre-Student Teaching Experience, Elementary School (150 clock hours) (two credits)
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.

EDUC 250 Pre-Student Teaching Experience, Secondary School (150 clock hours) (two credits)
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.

EDUC 252 The Comprehensive High School (two credits)
This course is an introduction to the unique characteristics of the comprehensive U.S. high school. Early adolescent/adolescent certification students will begin by examining the origins of the comprehensive high school, originally described in 1918 as “the people’s college.” The evolution of the high school to its contemporary format will be examined. Students will review seminal documents developed over the last century intended to reform the American high school and assess their relative impact. Taken as part of the pre-professional block. Prerequisite: meet all Gate 1 requirements.

EDUC 254 Instructional Methodologies for Adolescents (two credits)
This course examines the theoretical, philosophical and historical origin of the field in which students will be gaining certification. Students will study current practices in their certification area, both methodological and curricular, to gain a more complete understanding of contemporary practice. Concepts common to all teaching areas including teaching methods, lesson planning, evaluation and learning theories will be considered, along with methodologies more specific to selected teaching areas. Taken as part of the pre-professional block. Prerequisite: meet all Gate 1 requirements.

EDUC 260 Foundational Mathematics Evaluation and Enhancement (four credits)
This mathematics education course addresses the constructivist mathematics concepts, skills and principles needed for all mathematics learners, including pre-K through 12th-grade students. The course satisfies the mathematical level proficiency and second mathematics course requirements for early childhood and middle childhood educators at St. Norbert College. The topics in this course include mathematical concepts and connections, addressing personal math anxieties/phobias, developing number sense, recognizing patterns/sequences, analyzing data/probability, exploring measurement and evaluating geometric concepts. Additionally, the students will focus on the connectivity, scaffolding and sequencing of these five content areas as they relate to the Wisconsin mathematics teaching standards. Prerequisite: successful completion of Gate 1. J-term and summer session 1 as needed.

EDUC 271 Music & Movement for Pre-school (two credits)
This course 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: admission to class cohort. Fall and/or spring semesters. This class is linked/merged with EDUC 235 for EC/MC candidates.

EDUC 272 A Multicultural Approach to Early Education Curricular Issues and Instructional Methods (two credits)
This course examines multicultural curricular issues in education. It is intended to help pre-service teachers gain an understanding of multicultural issues that emerge in schooling and society. EDUC 272 is designed to teach skills on creating developmentally appropriate teaching methods and materials that are sensitive and relevant to a multicultural student population. Prerequisite: meet all Gate 2 requirements. Fall semester (service-learning component) and spring semester.

EDUC 274 The Role of Play in the Growth & Development of Young Children (two credits)
This course will investigate the importance of play in the young child’s social, cultural, psychological and physical development. Prerequisite: meet all Gate 2 requirements. This class is linked/merged with EDUC 277 for EC/MC candidates.

EDUC 276 The Organization and Administration of Early Childhood Programs
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EDUC 277 Health Education Methods (four credits)
This course explores innovative and experiential approaches to learning and teaching of the health domains. Topics include movement exploration, games and lesson plans for teaching wellness concepts with special emphasis on self-image, nutrition, physical activity, loss and death, substance use/misuse, cardiovascular health, sexuality, and conflict resolution. A classroom teaching experience at a local school district is also included in this course.

EDUC 278 Early Childhood: Classroom Management and Conflict Resolution (two credits)
This course addresses the academic and non-academic needs of early learners. It examines the theoretical principles of classroom management for children. It is designed for early childhood certification students to understand developmentally appropriate strategies and methods for creating, organizing and maintaining healthy, safe and caring learning environments that are conducive for growth. The topics in this course include classroom management, cognitive behavior modification, conflict resolution, and communication with family and community members. It provides the pre-service teacher with strategies to identify and respond to all behaviors. Pre-service teachers will examine the relationship between students, teachers, families, community and the learning environment, and the role it plays in creating a positive, inclusive and empowering setting. Prerequisite: sophomore block.

EDUC 281 Teaching Children with Disabilities (two credits)
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 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 will also occur. Taken as part of the pre-professional block. Prerequisite: meet all Gate 1 requirements.

EDUC 285 Elementary School Science Methods (two credits)
This course integrates research-based strategies, constructivist teaching principles and student passions with science instruction. Science can be a dynamic, creative and enlightening subject when applied to personal interests and goals and the innate wonders of the natural world. This course will focus on classroom management, content knowledge of science and science standards – including biology, chemistry, physics and earth science, and the application of research-based, student-centered instructional strategies in the science classroom. Prerequisite: meet all Gate 1 requirements. Pre-professional block.

EDUC 286 Elementary School Math Methods (four credits)
This course focuses on research-based strategies, constructivist teaching principles and student passions with mathematics instruction. Current practices using manipulatives, essential questioning skills and assessment strategies will be evaluated in the coursework and through dialogue with the class. This course will also study classroom management, content knowledge of mathematics and mathematics standards, and the application of research-based, student-centered instructional strategies in the mathematics classroom. Prerequisite: meet all Gate 1 requirements. Pre-professional block.

EDUC 289 Special Topics (two credits)
This is a seminar course that is 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 (two credits)
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.

EDUC 300 Teaching in a Developing Country
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EDUC 310 Methods in Teaching English as a Second Language (two 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 (two 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 (two 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-A General Music in the Elementary School (two 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. Prerequisite: music education majors, sophomore standing. Fall semester.

EDUC 318-A General Music in Secondary School (two credits)
This course provides music education majors with the knowledge, skills, methods and materials needed for the successful teaching of adolescents in the secondary general music setting. Students will learn to develop non-performance-based courses that are relevant and connected to the lives of secondary students. Guitar accompaniment skills are included in this course. Prerequisites: music education majors, sophomore standing. Must have completed EDUC 317-A. Spring semester.

EDUC 330 The Early Adolescent: Classroom Management and Conflict Resolution (two credits)
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, conflict resolution, advisory and communication with parents. The course is integrated with the other Early Adolescence Block (EAB) courses and particularly with the EAB field experience. Prerequisites: meet all Gate 2 requirements and concurrent enrollment in EDUC 332, EDUC 333 and EDUC 334.

EDUC 332 The Adolescent: Psychology and Methods in the Middle School (two credits)
This course reviews the principles and theories of young adolescent growth and development already introduced in SSCI 220 and EDUC 120. It focuses on the cognitive, emotional and social development of young adolescents especially as they relate to pedagogy for the middle school. The course also includes the study of the educational research and practice related to middle school curriculum development, implementation and evaluation as well as the history and organization of the middle school. Taken concurrently with EDUC 330, EDUC 333 and EDUC 334. Prerequisite: meet all Gate 2 requirements.

EDUC 333 The Early Adolescent: Assessment (two credits)
Assessment, evaluation and grading/reporting will be covered during this course. A focus on assessing in a differentiated classroom will be key to the discussion of these topics. The course is integrated with the other EAB courses and particularly with the EAB field experience. Prerequisites: Gate 2 requirements met and concurrent enrollment in EDUC 330, EDUC 332 and EDUC 334.

EDUC 334 Middle School Field Experience (two credits)
Integrated experience working with early adolescents in the field. Projects are explicitly connected to theory and research presented in the early adolescent block courses. Students plan, teach and reflect on age-appropriate learning experiences. Prerequisite: meet all Gate 2 requirements. Concurrent enrollment in EDUC 330, EDUC 332 and EDUC 333.

EDUC 348 Deaf Culture and Sign Language in America 1 (two credits)
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EDUC 350 Developmental Reading and the Language Arts (four credits)
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 as well as successfully pass the Phonics Proficiency Test. Prerequisite: meet all Gate 2 requirements.

EDUC 351 Reading and Language Arts across Content Areas (four credits)
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. Pre-professional block.

EDUC 352 Advanced Reading in the Content Areas (two 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: meet all Gate 2 requirements.

EDUC 356 Teaching and Learning with Multimedia (two credits)
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EDUC 357 Telecommunications: Curriculum in a Global Context (two credits)
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EDUC 358 Hardware, Software, Networks and Training: Tools for Technology (two credits)
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EDUC 362 Children’s Literature (four credits)
The goal of this course is to introduce pre-service teachers to the depth and breadth of children’s literature while facilitating their understanding of the role children’s literature plays in education. At the successful conclusion of this course students will be able to recognize and select quality children’s literature, identify outstanding authors and illustrators in the field of children’s literature, identify and appreciate culturally diverse children’s literature, select literature in accordance with children’s developmental needs, describe a range of genres in children’s literature and how to incorporate each within the curriculum, use children’s literature to teach curriculum in other content areas. Prerequisite: meet all Gate 1 requirements. Pre-professional block.

EDUC 373 The Writing Process: Socio/Psycholinguistic Elements (four credits)
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: completion of Gate 2 requirements.

EDUC 386 Reading Improvement in the Elementary/Middle School (four credits)
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 392 History and Philosophy of Early Childhood Education Programs (four credits)
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 introduces recent developments in the education of the young child. The selection and application of appropriate curriculum and activities is grounded in classical theory. Special emphasis is given to the development and administration of early childhood programs. Prerequisite: meet all Gate 2 requirements.

EDUC 394 Curriculum and Instructional Planning for Young Children (four credits)
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: meet all Gate 2 requirements.

EDUC 396 Early Childhood: Assessment of Early Learners (two 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. Pre-Service teachers will experience the process of establishing an instructional plan using assessment data. Prerequisite: Sophomore Block.


Student Teaching Courses

EDUC 440 Student Teaching: Early Childhood (four or eight credits)
Pre-service teachers spend nine or more 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 an S/U basis.

EDUC 445 Student Teaching: Middle Childhood (four or eight credits)
Pre-service teachers spend nine or more 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 an S/U basis.

EDUC 450 Student Teaching: Early Adolescence (four or eight credits)
Pre-service teachers spend nine or more 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 an S/U basis.

EDUC 455 Student Teaching: Adolescence (four or eight credits)
Pre-service teachers who seek certification to teach in a high school spend nine or more 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 an S/U basis.

EDUC 469 Student Teaching: General Music (four or eight 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 an S/U basis.

EDUC 470 Student Teaching: Choral Music (four or eight 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 an S/U basis.

EDUC 475 Student Teaching: Instrumental Music 1 (two, four or eight 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 an S/U basis.

EDUC 477 Overseas Student Teaching (0 credits)
Pre-service teachers spend half of their placement student teaching abroad. Placements have been made in Mexico, England, Ireland, Wales, Scotland, Australia, New Zealand, Ghana, St. Lucia and Japan. Prerequisite: approval to student teach overseas and an overall GPA of 3.0. Graded on an S/U basis. Placements consist of a full marking period in the host country.

EDUC 489 Special Topics
This is a seminar course that is 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
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. Prerequisite: Instructor’s consent and approval of the associate dean of social sciences.

EDUC 492 Directed Research
Qualified students may perform projects in educational research under the supervision of an education faculty member. Prerequisite: instructor’s consent and approval of the associate dean of social science.

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. Prerequisite: Instructor’s consent and approval of the associate dean of social sciences.