200 The Developing Person: Preschool through Young Adult (4 credits)

212/275 Clinical Experience for K-8 Majors (1-2 credits)

213/275 Clinical Experience for K-12/5-12 Majors (1-2 credits)

215 Literature for Children and Young Adults K-8 (4 credits)

216 Literature for Young Adults 5-12 (2 credits)

310 Educational Psychology (4 credits)

313 Teaching Physical Education K-8 (1 credit)

315 Art Pedagogy in Grades K-8 (2 credits)

318 Social Studies Pedagogy in Grades K-8 (4 credits)

325 Mathematics Pedagogy K-8 (4 credits)

333 Music Pedagogy K-8 (2 credits)

334 Science Pedagogy K-8 (4 credits)

336 Music Pedagogy K-4 (2 credits)

340 Art Education/Methods and Materials 9-12 (4 credits)

342 Music Pedagogy 5-8 (2 credits)

346 Music Pedagogy 9-12 (2 credits)

347 Reading, Writing and Language Growth K-4 (4 credits)

348 Reading, Writing and Language Growth 4-8 (4 credits)

354 Middle School Pedagogy 5-8 (4 credits)

355 Pedagogy in Grades 9-12 (4 credits)

356 World Languages in the Elementary School (K-8) (4 credits)

359 Issues in Education K-12 (1 credit)

361 Student Teaching K-8 (6-16 credits)

362 Student Teaching 5-12 (16 credits)

363 Student Teaching K-12 (16 credits)

390 Human Relations (4 credits)

Faculty: Ann Marie Biermaier OSB, Wallace Bernards, Sandra Bot-Miller, Delbert Brobst, Melisa Dick, Bruce Dickau, James Forsting, Susan Hendershot, Donald Hoodecheck, Jack Houge, Deanna Lamb, Michael Leach, Lorraine Leidholdt, Christine Manderfeld OSB, Lynn Moore, Mark Mortrude, Doug Mullin OSB, Lee Pauley, Edmund Sass, Susan Scipioni, Lois Wedl OSB

The education department prepares women and men for teaching careers in elementary, middle school and secondary education. Courses of study currently prepare students academically to apply for licensure in elementary education for grades K-8 and in middle and secondary education for grades 5-12, as well as K-12 licensure in World Languages, Art and Music in the State of Minnesota. These programs are approved and accredited by the Minnesota State Board of Teaching (BOT) and the National Council for Accreditation of Teacher Education (NCATE). (Note: The Minnesota State Department of Children, Families and Learning is in the process of revising state teacher licensure requirements. These new licensure requirements may cause changes in the teacher licensure programs offered by the education department. The new requirements will be implemented for graduates of 2000.)

The education department is committed to the implementation of a conceptual model of teaching that places informed decision-making at the heart of the process. To achieve that end, students will be broadly educated individuals who have a command of content (body of knowledge) and pedagogy (teaching in a changing world), demonstrate a strong sense of professionalism (teaching as a profession), understand and care about people, and relate to others in ways that reflect Christian, Catholic, and Benedictine values (humane interaction).

Students are strongly advised to contact the education department during their first year to become aware of the current program requirements and devise a course plan.

Students must make formal application to the education department for admission to the Teacher Education Program. Application is made while students are enrolled in EDUC 310. Applicants are required to meet the following criteria prior to acceptance by the department:

(1) Students requesting admission to the K-8, 5-12 or K-12 program must take the long form of the Academic Profile Exam and achieve minimal competency (or above) in the areas of writing, mathematics and reading/critical thinking. Education students must take this exam in spring of their first year of college (or before). (Please refer to the Education Department Handbook for specific information on requirements.)

(2) Students must successfully complete the writing and discussion requirements or obtain a grade of C or above in CORE 100 (the first semester of First-Year Symposium), and a grade of BC or above in CORE 101 (the second semester of First-Year Symposium). Should there be concern for or lack of sufficient information about a student?s reading, thinking or writing skills, a college writing course, or work with the CSB/SJU Writing Center may be required prior to admission to the department.

(3) All students applying for acceptance to the education department must take the Pre-Professional Skills Test (PPST) before they apply to the major/minor. Registration booklets for the test are available in the education department. The results of the exam will be taken into consideration in the admission process. The PPST exam is mandated by the Minnesota Board of Teaching for anyone applying for acceptance into any teacher education program in Minnesota, and passing scores must be achieved before applying for teacher licensure in the state. It is wise to take the PPST as a first-year student or during the summer prior to the sophomore year. (More information is available in the education department upon request.)

(4) Students must have a cumulative grade point average (GPA) of 2.50 or above.

(5) Students must have a grade point average of 2.50 or above and a grade of ?C? or above in the completed courses in the Education sequence and academic concentration.

(6) All students must have successfully completed a pre-admission classroom clinical experience with children/youth of the appropriate age range for the license being sought. This experience can be acquired through taking EDUC 212, EDUC 213 or EDUC 275and requires an evaluation report from the supervisor.

(7) Students must successfully complete the speech proficiency requirement in one of the following ways prior to application to the major/minor:

-proof of a formal high school speech course in grade 10 or above with a grade of ?B? or higher;

-successfully complete a college level speech course (COMM 200 or COMM 111);

-pass the Speech Adequacy Test given by the education department.

Note: If a student takes the Speech Adequacy Test and does not pass, or if a student?s oral communication skills are in question, a college speech course will be required.

(8) Students must complete the education department application paperwork and a structured interview. (Forms and specific directions are available from the education department secretary.) The application procedure must be completed during the semester that the student is registered for EDUC 310.

Note: PSAT, SAT and ACT scores are taken into consideration in the admission process.

Students applying to or accepted to the K-8, 5-12 or K-12 education program at the College of Saint Benedict/Saint John?s University are expected to uphold ethical and moral standards that are appropriate to the profession of teaching. These standards shall include (but are not limited to) the following:

1. exhibition of a strong sense of honesty and integrity in dealing with professional responsibilities and in carrying out the requirements put forth in course syllabi;

2. demonstration of an attitude and behaviors that are befitting the role of a prospective teacher, such as the consideration of his/her actions and the effect they have on others; respect for others;

3. demonstration of a strong commitment to the profession of teaching and to the process of preparing for the teaching profession (for example, course attendance and preparation, preparation and performance during field and clinical experiences, spirit of cooperation when working in groups, ability to make constructive use of feedback from supervisors, consistent production of one?s best work, an enthusiasm for learning, an attitude of openness and tolerance for others, etc.);

4. exhibition of the ability to make sound moral judgments when called upon to do so;

5. exhibition of support for the ?Teacher as Decision-Maker? conceptual model and the education department Mission Statement.

If a situation arises where the ethical or moral behavior of a student is seriously in question (e.g. suspicion of plagiarism, dishonesty, deliberate falsification of information, excessive absences, inappropriate professional performance, etc.), the education department members reserve the right to investigate and discuss the circumstances, and, if the situation warrants, decide not to accept or retain this particular student in the education program.

The following criteria for retention in the education sequence are the basis for evaluation in the student?s coursework, field experiences and overall performance in the education program. From the time the students are accepted into the teacher education sequence until they graduate, their performance is carefully monitored in light of these criteria. The prospective teacher is expected to do the following:

(1) Display adequate knowledge and understanding of subject matter as evidenced by quality of class work and GPA. A student must maintain a GPA of 2.5 or above in the education and major sequences.

(2) Continue to demonstrate adequate basic skills: quantitative, written and oral. The student?s ability to express himself or herself will be evaluated by faculty members throughout the education program and field experiences. If concerns are noted regarding the writing or speaking competency of a student, samples of this student?s work will be reviewed by the department faculty members and kept on file in the education department. In such cases, a specific course of action may be required so that improvement can be demonstrated by the student.

(3) Display professionalism in attitude and in dealings with peers, college faculty, cooperating teachers, and school staff members, as defined in the Teacher As A Decision-Maker conceptual model and the departmental ?Code of Ethics.?

(4) Achieve a grade of C or above in all education/licensure/concentration courses. A CD, D, F or U in any required course of the major/minor/concentration must be repeated prior to student teaching and/or recommendation for licensure.

(5) Show evidence of basic ability to relate positively and effectively with the age group they will be teaching.

(6) Pass the PPST (Pre-Professional Skills Test)

Additional criteria are given in the Education Department Handbook.

All students applying for a Minnesota Licensure are required to complete a criminal background check through the Bureau of Criminal Apprehension or the FBI. Forms for this process are available in the education department. The procedure will be facilitated by the chair of the education department. Some districts require a background check prior to student teaching.

The following criteria are the basis for acceptable performance upon graduation and recommendation for teacher licensure:

The prospective teacher must achieve the following:

(1) Have a cumulative and major GPA of 2.5 or above and a grade of C or above in all required education/licensure/concentration courses.

(2) Have achieved passing scores on the PPST.

(3) Demonstrate adequate basic skills: quantitative, written and oral. This will be evaluated throughout the program and through the field/student teaching experience.

(4) Demonstrate ability to relate positively and effectively with the age group he/she is planning to teach. This will be evaluated in the field/student teaching experience.

(5) Demonstrate an understanding of the relationship of the conceptual model ?Teacher as a Decision-Maker? to the teacher education program and the teaching profession.

(6) Successfully complete the student teaching experience and related requirements with an average or above rating on the final evaluation and positive recommendations from the cooperating teachers and college supervisor.

Students seeking licensure or certification from states other than Minnesota are advised to check the requirements with that state?s teacher regulation agency. Such students must assume the obligation of assuring that their program of study meets the necessary certification requirements of any other state(s).

In addition to the major course requirements, all elementary education majors are required to complete an academic concentration in one of the following areas: Communication Arts/Literature, Mathematics, Science, Social Studies or a language (French, German or Spanish). These concentrations must be pre-arranged with the education department chair or major adviser. (*Note: Coaching is not considered an academic concentration or minor.)

105, 107, 109, 150/177, 151, 200, 212/275, 215, 310, 313, 315, 318, 325, 333, 334, 347, 348, 359, 361, 390, MATH 121 and 180, COMM 200 or evidence of fulfilling the speech requirement, and First Aid/CPR certification.

Students interested in teaching in Catholic schools are strongly encouraged to take EDUC 376.

PHED 201, 202, 203, 204, 205, 206, 207, 208, 351, plus 2 theory courses from 260-270. See the physical education department listings for further information.

(33-46 credits)

Students who minor in secondary education for grades 5-12 take a teaching major in one of the following areas: English-language arts, mathematics, modern languages (French, German or Spanish), science, social science or theology.

Teaching majors are also available in the following K-12 areas: art, instrumental music or vocal music, or world languages (French, German or Spanish)

*Note: 5-12 and K-12 education minors who major in English, instrumental music, vocal music, science or social science may be required to take a ninth semester, overloads and/or summer school to fulfill state of Minnesota licensure requirements. Secondary and K-12 minors are urged to contact the education department during their first year for advice on the Minnesota State licensing requirements. Additional information is in the Education Department Handbook.

**The Minnesota licensure requirements are currently under revision. Students graduating and applying for licensure in the year 2000 will be required to have completed the new requirements.

Education Course Requirements for 5-12 and K-12 Secondary Minors: (according to major)

105, 107, 109, 200, 213/275, 310, 354, 355, 359, 362, 390, First Aid/CPR Certification, and fulfillment of speech requirement.

Modern and Classical Languages (French, German or Spanish) (K-12)

105, 107, 109, 200, 213/275, 310, 355, 356, 359, 363, 390, First Aid/CPR Certification, and fulfillment of speech requirement. *MODERN LANGUAGE STUDENTS: Must demonstrate oral and written proficiency in major language for licensure.

105, 107, 109, 200, 213/275, 216, 310, 354, 355, 359, 362, 390, COMM 200 and First Aid/CPR Certification.

Art K-12

105, 107, 109, 200, 213/275, 310, 315, 340, 359, 363, 390, fulfillment of the speech requirement, and First Aid/CPR Certification.

Instrumental and/or Vocal Music K-12

105, 107, 109, 213/275, 310, 336, 342, 346, 359, 363, 390, fulfillment of the speech requirement, and First Aid/CPR Certification.

A survey course designed to provide participants with an overview of the characteristics of students (ages 3-21) who differ significantly in physical, mental, emotional and social development. The diverse educational needs of exceptional students in the mainstreamed classroom is given special emphasis. Participants will explore theories of multiple intelligences. (Encouraged to take concurrently with EDUC 107)

Participants will examine trends in education and the philosophical foundations of American education. Additionally, they review the social problems and tension points in American education. Participants also examine the effects of their own culture on their education and begin an exploration of a teaching career in a diverse and rapidly changing society. (Encouraged to take concurrently with EDUC 105)

An introductory course to the needs and problems of school-age youth with regard to chemical use and abuse. Participants learn to identify symptoms of substance abuse and how to intervene appropriately.

An introductory survey course providing foundational information about predictable changes that occur over the lifespan and the diverse factors such as the effects of culture that impact the quality, pace, and direction of those predictable changes. Participants receive information essential to effective decision making for those who embark on careers in human services. (Nursing majors only)

151 Principles of Art. (2)

Course participants gain an understanding of the cultural, economic and historical influences for creating art in diverse populations from ancient through modern history. In addition, they acquire the aesthetics literacy needed for critiquing and interacting intelligently and sensitively with such diverse art works. Slide sets, videos, computer programs and quality children?s picture books, as well as field experiences to local/state art galleries, that would enhance a K-8 art curriculum are part of this course.

Prerequisite: Elementary Education majors are given preference. Elementary Education majors are encouraged to register in conjunction with EDUC 315.

176 January Term Topics. (1-4)  [Top]

Study at the introductory level of a special topic not ordinarily offered during the semesters. Consult department for applicability towards major requirements. May be repeated for credit when topics vary.

Study at the introductory level of a special topic not ordinarily offered during the semesters. Designed to fulfill core disciplinary requirement. Consult department for applicability towards major requirements. May be repeated for credit when topics vary.

An introductory course covering the principles of human development (preschool through young adult) with an emphasis on topics of particular pertinence to those preparing for careers in teaching. Course content will include research, theories, stages, principles of development, and potential problems in the areas of physical, social, emotional, moral, and cognitive development. Additionally, health issues and the effects of culture on human learning are explored. Some sections require a service learning component. See course schedule for details. Prerequisite: EDUC 107

Daily participation and observation in a classroom where work as a teacher aide, tutor and classroom assistant is required. Assignments focus on classroom management and discipline and the effects of diverse factors such as learning styles, cultural influences, family configurations and developmental characteristics of children.

Prerequisite: EDUC 107

Observation and field experience in a K-12 or a secondary/junior high/middle school setting where work as a teacher aide, tutor and classroom assistant is required. Assignments focus on classroom management and discipline and the effects of diverse factors such as learning styles, cultural influences, family configurations and developmental characteristics of students. Prerequisite: EDUC 107

Course participants read extensively and analyze quality literature and poetry written for children and young adults. Focus is on the distinguishing characteristics of diverse genre, the dynamic interaction of literary elements, approaches to critical analysis, problems of censorship and developmental considerations for young audiences. Literature for the course is selected to deliberately include that from non-Eurocentric cultures. A storytelling experience in a K-8 classroom is required. Prerequisites: EDUC 107, 200

Course participants will develop skills to use literature as a vehicle in the education of young adults. Participants will develop instructional materials for age appropriate literature -- primarily in the genres of the short story and the novel. Emphasis is placed on methods and materials that appeal to a variety of learning styles and levels of comprehension.

Supervised reading or research at the lower-division level. Permission of department chair required. Consult department for applicability towards major requirements. Not available to first-year students.

Study of a special topic not ordinarily offered during the semesters. Consult department for applicability towards major requirements. May be repeated for credit when topics vary.

Study of a special topic not ordinarily offered during the semesters. Designed to fulfill core disciplinary requirement. Consult department for applicability towards major requirements. May be repeated for credit when topics vary

Course focus is on classroom decision-making as it relates to the teaching and learning processes. The content includes several models of teaching and learning, motivation, classroom management, and assessment. A major course goal will be to assist the student in developing a philosophical/theoretical framework for employing multiple strategies and methodologies in order to accommodate the needs of diverse learners. The course is primarily designed for those preparing to teach, though the content should be broad enough for anyone interested in examining the teaching/learning process.

Prerequisite: EDUC 107, 200

Participants study techniques for organizing, planning and teaching activities for the K-8 physical education program. Clinical observations and peer and classroom teaching experience are required.

Prerequisite: EDUC 107, 200, 310

Course participants will learn to teach K-8 students the four essential components of a quality art program: art aesthetics, criticism, history/heritage and production. Participants engage in a field experience in grades K-8 to observe and to implement developmentally appropriate art lesson. In addition, participants create an art resource file which includes art lessons/art works completed both in and outside of class. This resource package must include a variety of art concepts, grade levels and art media. There is a heavy emphasis on addressing the concepts, issues and trends in multicultural education as it relates to the creation of a culturally diverse art curriculum. Prerequisite: EDUC 107, 151, 200, 310

Course participants learn the central concepts and structures of the various disciplines constituting social studies. Consideration of cultural, community and human diversity as well as how to incorporate students? life experiences into instruction is also included. Participants develop and implement social studies lessons which include various pedagogical strategies and technologies in a K-8 classroom. Prerequisite: EDUC 107, 200, 310

Course participants explore and apply the central concepts, tools of inquiry and structure of mathematics education. Aspects of the MN Graduation Standards and the National Council of Teachers of Mathematics Standards are addressed. Participants create and implement developmentally appropriate lessons which follow the outcome/assessment/curriculum/instruction in an elementary or middle school classroom. These lessons also include accommodation for learners with diverse backgrounds and learning modes.

Prerequisite: EDUC 107, 200, 310, MATH 121, 180; take concurrently with EDUC 334

Through active involvement, course participants learn to teach K-8 students the important elements of music: form, expression, rhythm, melody, texture and harmony, in view of the National Arts (music) Standards and the Minnesota Graduation Standards. They study the teaching methods currently in use in the U.S., with special emphasis on the methods of Orff, Kodaly and Dalcroze. They compose and improvise simple pieces. They are exposed to non-western music through videos, recordings and class performance. Two clinical observations and one teaching experience are required. Music resource card files are required. The unique contribution of music toward meeting the special needs of children will be frequently addressed.

Prerequisite: EDUC 107, 150, 200, 310

Participants study the central concepts and structures of science and plan and implement age-appropriate instruction based on the Constructivist model of learning. The identification of misconceptions and ways to address them through hands-on activities are included. Science process skills and the nature of science constitute a thread running throughout the course, as well as the incorporation of multicultural and special needs issues. Aspects of the MN Graduation Standards and the National Science Teaching Standards are implemented in long and short term instructional planning. Clinical observations and a teaching experience are required. Prerequisite: EDUC 107, 200, 310; take concurrently with EDUC 325

Through active involvement, course participants learn to teach K-4 students the important elements of music: form, expression, rhythm, melody, texture and harmony, in view of the National Arts (music) Standards and MN Graduation Standards. They study the teaching methods currently in use in the U.S., with special emphasis on the methods of Orff, Kodaly and Dalcroze. They compose, arrange and improvise. They are exposed to non-western music through videos, recordings and class performance. Seven clinical observations and three teaching experiences are required. K-4 music idea files are required. The unique contribution of music toward meeting the special needs of children is frequently addressed.

Prerequisite: EDUC 107, 200, 310

Course participants learn to teach K-12 students the four essential components of a quality art program: art aesthetics, criticism, history/heritage and production. Participants engage in a field experience in grades K-8 to observe and to implement developmentally appropriate art lessons. In addition, participants create an art resource file which includes art lessons/art works completed both in and outside of class. This resource package must include a variety of art concepts, grade levels and art media. There is a heavy emphasis on addressing the concepts, issues and trends in multicultural education as they relate to the creation of a culturally diverse art curriculum.

Prerequisite: EDUC 107, 200, 310

Course participants are actively involved in learning how to teach 5-8 general music and instrumental or choral performance groups. Arrangements of choral and/or instrumental compositions for 5-8 students are required. Non-western music reports are required. Participants are acquainted with the National Arts (music) Standards and MN Graduation Standards. Clinical observations in all areas are required as well as one teaching experience in each area. Each student must pass a guitar proficiency test. The unique contribution of music toward meeting the special needs of children is frequently addressed.

Prerequisite: EDUC 107, 200, 310

Participants are actively involved in learning how to teach 9-12 general music and instrumental and choral performance groups. Choral and/or instrumental music arrangements appropriate for this level are required. Participants become familiar with the National Arts (music) Standards and MN Graduation Standards for this level. A minimum of six observations in all areas is required as well as one teaching experience in each area. The unique contribution of music toward meeting the special needs of adolescent students is frequently addressed. Prerequisite: EDUC 107, 200, 310

Course participants explore and apply the central concepts, tools of inquiry and structure of the various language arts processes. Focus is on teaching emergent and beginning readers to read and view narrative, expository and poetic works in the English language as well as teaching them to write, speak, and listen effectively. Participants create learning outcomes and goals for their oracy and literacy program, develop authentic assessments based on aspects of the MN Graduation Standards and the standards of both the National Council of Teachers of English and the International Reading Association. Participants demonstrate their understanding of these standards in a field based performance which considers knowledge of subject matter, diversity in human learning, community, and curriculum goals. Diagnosis and remediation of spelling disabilities are included. Prerequisite: EDUC 107, 200, 310

Course participants learn to teach developing and independent readers to read and view complex information in the English language as well as to write, speak and listen effectively. Understanding of the reading and writing processes of narrative, expository and technical works will be demonstrated through a field based performance which considers knowledge of subject matter, diversity in human learning, community and curriculum goals. Aspects of the MN Graduation Standards, standards of the National Council of Teachers of English and the International Reading Association are included in this course. Attention is given to the needs of second language learners. Diagnosis of reading disabilities, and authentic assessment. Prerequisite: EDUC 107, 200, 310

Participants learn and apply the principles of effective long and short term planning of developmentally appropriate lessons for children in the middle school grades. Aspects of the MN Graduation Standards, appropriate National Standards, authentic assessment, reading and writing in the content areas, pedagogical strategies and effective use of technology are included. Participants are placed with cooperating teachers in grades 5-8 to observe them and teach topically related lessons. Prerequisite: EDUC 107, 200, 310

Participants learn and apply the principles of effective long and short term planning of developmentally appropriate lessons for students in grades 9-12. In addition, participants develop a variety of authentic assessment strategies for their particular disciplinary area, including aspects of the MN Graduation Standards and appropriate National Standards. In a field experience, they apply their knowledge of the reading and writing processes learned in EDUC 354 lessons effective for a variety of learning styles and student abilities.

Prerequisite: EDUC 107, 200, 310, 354

Participants apply language learning principles to elementary school instruction. Course focus is on current second language learning and instructional theory, curriculum development, objectives and procedures. A field experience requires observations and teaching in a K-8 setting.

Prerequisite: EDUC 107, 200, 310 for World Language majors; EDUC 107, 200, 310 and World Language courses through 312 for Elementary Education majors.

In this capstone course, participants explore issues related to the ?Teacher as a Decision Maker? conceptual model. Included are explorations of the following topics: classroom management and ?discipline? and parental involvement (Humane Interaction); elements of student diversity (Teaching in a Changing World); Minnesota Code of Ethics for Teachers, specifics of licensure, criminal background check, resumé writing (Teaching as Profession); school law (Body of Knowledge).

Prerequisite: Taken the semester immediately before student teaching

Participants use classroom observation, information about students, and a strong knowledge base as sources for their teaching in K-8 school settings. Furthermore, they implement aspects of the ?Teacher as a Decision Maker? conceptual model as well as aspects of the MN Graduation Standards. Major goals of this experience are to have student teachers recognize and accept their responsibility to children, to become reflective practitioners and to actively seek out opportunities to grow professionally. Full-time, off-campus teaching assignments are arranged by the Director of Elementary Student Teaching. Prerequisite: Successful completion of all Education courses and requirements and approval of the Director of Elementary Student Teaching.

Participants use classroom observation, information about students, and strong knowledge base as sources for their teaching in 5-12 school settings. Furthermore, they implement aspects of the ?Teacher as a Decision Maker? conceptual model as well as aspects of the MN Graduation Standards. Major goals of this experience are to have student teachers recognize and accept their responsibility to children and youth, to become reflective practitioners and to actively seek out opportunities to grow professionally. Full-time, off-campus student teaching assignments are arranged by the Director of Secondary Student Teaching.

Prerequisite: Successful completion of all major and Education courses and requirements and approval of the Director of Secondary Student Teaching.

Participants use classroom observation, information about students, and strong knowledge base as sources for their teaching in K-12 major subject area (music, art or world languages). Furthermore, they implement aspects of the ?Teacher as a Decision Maker? conceptual model as well as aspects of the MN Graduation Standards. Major goals of this experience are to have student teachers recognize and accept their responsibility to children and youth, to become reflective practitioners and to actively seek out opportunities to grow professionally. Full-time, off-campus student teaching assignments are arranged by the Director of Secondary Student Teaching

Prerequisite: Successful completion of all major and Education courses and requirements and approval of the Director of Secondary Student Teaching.

Supervised reading or research at the upper-division level. Permission of department chair and completion and/or concurrent registration of 12 credits within the department required. Consult department for applicability towards major requirements. Not available to first-year students.

Advanced classroom teaching experience in a K-8, K-12 or a secondary/junior high/middle school setting where work as a teacher aide, tutor and classroom assistant is required. Assignments focus on classroom management and discipline and the effects of diverse factors such as learning styles, cultural diversity and influences, family configurations and developmental characteristics of students. Prerequisite: EDUC 107, EDUC 212, 213 or 275.

Exploration of the overall process of faith formation, including the role and spiritual formation of the catechist, characteristics of an effective catechist, and the moral and faith development of pre-school through adult life. Intended for those interested in parish faith formation and/or teaching in the Catholic tradition. January Term 98, 99, 2001, 2002.

Junior or senior standing or permission of instructor. Study at the upper-division level of a special topic not ordinarily offered during the semesters. Designed to fulfill core disciplinary requirement. Consult department for applicability towards major requirements. May be repeated for credit when topics vary.

Participants examine the areas of ethical analysis which include, but are not limited to: oppression, racism, prejudice, discrimination, sexism, homophobia, exceptionality, ageism and conditions of poverty so as to appreciate diverse perspectives. Focus is on interpersonal values consciousness in relation to minorities and other oppressed groups in our changing society. This course fulfills Senior Seminar (CORE 390) requirement for Education majors/minors and School Social Work majors.

Prerequisite: Junior standing, acceptance to the teacher education program/or school social work program.

Practical off-campus experience related to education. Experience is arranged by the student with the advice and approval of the internship director and department chair prior to registering for the course. Departmental moderator supervises and evaluates the experience.

Required for graduation with ?All-College Honors? and ?Departmental Distinction in Education.? Prerequisite: HONR 396 and approval of the department chair and director of the honors program. For further information see HONR 398.