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Institutional Report

Institutional Report

Department Of Education

College of Saint Benedict and Saint John’s University

Saint Joseph, Minnesota

CSB/SJU Education Department Webpage

August 2005

Prepared for Review

by

The National Council for Accreditation of Teacher Education

and

The Minnesota Board of Teaching

on

1 October 2005

 

Unit Head: Sister Ann Marie Biermaier, OSB ([email protected])

Unit NCATE Coordinator: David F. Leitzman ([email protected])

 

Contents

I. Institutional Overview 

II. Conceptual Framework

III. Evidence

 I. Institutional Overview

The intellectual life of these campuses embodies and affirms the harmony of faith and reason, and the dignity of each person, both of which are central to the Catholic tradition.  There is here a profound commitment to exploring how faith and reason are mutually enriching and challenging in understanding the human condition and in the full development of the human person.  As Catholic and Benedictine, we support and actively encourage freedom and enthusiasm for exploring the truths of faith, for intellectual and scientific inquiry of all types, and for active dialogue about the interactions among these.  Members of the two learning communities are challenged and encouraged to integrate the skills of academic life with a life of faith.

                  Catholic Identity at the College of Saint Benedict and Saint John’s University, Approved by the Board of Trustees of the College of Saint Benedict and the Board of Regents of Saint John’s University on 7 March 2003.

A Sense of Place

The College of Saint Benedict and Saint John’s University, two liberal arts colleges located within six miles of each other in central Minnesota, draw upon the history and values of the monastic communities that nourish them as they work toward a common educational mission.  They trace their origins to separate roots of the same Benedictine monasticism that has flourished for more than 1500 years. 

The Saint John’s University of today began in 1857 with a charter issued by Minnesota’s territorial legislature recognizing what was then known as Saint John’s Seminary to be a “scientific, educational, and ecclesiastical institution” and The Order of Saint Benedict as its corporate sponsor.  This charter recognized the successful work of Father Demetrius di Maronga and four members of that Order whose log hut on the western bank of the Mississippi at Saint Cloud was the first school in that village. 

During its first year Saint John’s Seminary enrolled five students.  Hoffman (1907) reported that as many as 20 might have been enrolled at one time during the next few years.  The growing school moved ten miles west to its present location in1866 near what would become the settlement of Collegeville.  Among those early alumni of Saint John’s before 1867, Joseph Duerr and Conrad Marschall served as two of Minnesota’s earliest teachers.

A revised charter issued in 1883 formally established the institution as Saint John’s University.  Buildings and enrollment grew, but slowly.  Father Hilary Thimmesh, OSB, a former president of the University, concluded that by 1922…

The college was very small and shared faculty and premises with students in the newly-named preparatory school.  Several of the 22 members of the faculty taught prep classes as well as college classes, yet the catalog listed 132 college courses in 25 disciplines ranging from astronomy to speech education.  Even though students typically registered for six courses a semester, classes must have been very small and the professors greatly extended if all or even most of the advertised offerings were actually taught, but the college was now on track for its surprising development in the next decade (Renner, p.26). 

Changes in curriculum and in the leadership of the University would fuel that development.  Monks returning from doctoral study shared a renewed vision of a liberal arts college that enriched both the intellectual and liturgical life of Saint John’s.  As America prepared to enter World War II, Thimmesh concludes “enrollment had grown to 450 and the faculty to 55, including ten laymen.  Saint John’s had become an exciting place to work and study (Renner, p. 26).

From these roots, the University and its monastic community have worked together for 148 years to provide their students with the vision of a liberating education that encouraged its founders and sustained its supporters.  Yet today’s story of Saint John’s is not complete without recalling the formation and evolution of its partner in the modern evolution of that image.

The Sisters of Saint Benedict, the monastic community that would later found the College of Saint Benedict also traces its beginning to 1857 with the arrival of six Benedictine women in the same village of Saint Cloud.  They were guided by the vision of Mother Benedicta Riepp, whose passion to serve America’s newly arriving Catholic immigrants took them to Minnesota from their home congregation in Pennsylvania.  Three of these first Benedictine women, including Mother Willibalda Scherbauer, who would become the first prioress of the new Minnesota foundation, had already made the journey to Pennsylvania from their home at Saint Walburga’s Abbey in Eichstatt, Bavaria.  Growing with this newly formed territory, these women and the hundreds who would later join them in lives of prayer, work, and service would overcome the poverty and sickness of their unsettled new home in the northern wilderness to lay the foundations for educational and health care systems that flourish today.  Two hundred of the spiritual descendents of these first Benedictine women now live in the monastery that adjoins the college founded and sustained by their community.

Sister Emmanuel Renner OSB, a past president of the College, recalled that…

The College of Saint Benedict grew out of Saint Benedict's Academy, a Catholic boarding school for girls founded in 1880 by Benedictine sisters who came to Minnesota in 1857. As early as 1905 the Benedictine community began to plan for the establishment of a college, to educate the sisters in their own fast-growing community and Catholic girls.  The college opened in 1913 with six students in a lower division program.  In 1918 it offered its first bachelor’s degrees.  By 1932 the bulletin listed an impressive number of courses in the departments of religion, philosophy, history and the social sciences, English language and literature, psychology and education, Latin, French, and German, biology, chemistry and physics, mathematics, and music. That year, with 166 students and 40 faculty, the college applied to North Central Association for accreditation and received it. The NCA report praised Saint Benedict's for its standards of scholarship and its atmosphere of culture and refinement.  Sister Claire Lynch, the academic dean from 1932-1940, established a Board of Lay Advisors in 1934, which continued until 1961, when the college was separately incorporated under a predominantly lay Board of Trustees (1997, p. 30-31).

In 1968 that Board elected the College’s first lay president.  That year marked as well early steps toward institutional cooperation that would continue to evolve toward a unique relationship between the two colleges.  Choosing to work closely together without merging into a single institution, Saint Benedict’s and Saint John’s instead developed a common class schedule and a bus system to encourage students to travel between their campuses and enroll in selected courses.  Both colleges soon opened their campuses and curricula to each other’s students.  Academic departments began discussions that would lead all to move to become “joint” within two decades.  When the two colleges agreed on 16 November 1986 to set aside their respective general education programs in favor of a newly designed shared core curriculum, full academic partnership was at hand.

Recognizing the significance of this curricular evolution, a joint committee of the two colleges’ governing boards met to explore other cooperative ventures.  Soon thereafter, the presidents of the two institutions began to describe this emerging relationship as one in which their respective “coordinate colleges” were learning to work in “a condition of permanent interdependence.”  Each institution’s governing board affirmed commitment to institutional coordination in 1993 and again in 1996.

When they did so, those board members recognized both the successful academic as well as administrative union initiated by the development of a common library system in 1980 and reflected in an increasing number of joint administrative posts from 1992 onward.  Beginning in 1996 these two colleges invited a common chief academic officer to work with their respective academic deans to guide academic programs on both campuses.  In 2002 the two institutions moved toward closer academic integration.  One associate provost, who also serves as Dean of the Faculty for both colleges, now guides a team of four faculty members to coordinate their respective academic divisions.  The dean and divisional coordinators, together with our shared chief academic officer, lead our colleges toward a shared academic future.

Saint John’s University President Dietrich Reinhart, OSB, recalling the coordinate relationship that has evolved between Saint John's and the College of Saint Benedict, observed that…

The vision guiding coordinate planning does not emerge from a vacuum.  Rather, it springs from a thorough understanding and appreciation of a distinctive history, tradition and mission.  But, perhaps most importantly, it is embodied in the hearts and minds of the community - faculty, students, administrators, staff and members of the monastery - the very fabric and fiber of these academic institutions.

The current academic catalog published jointly by the two colleges informs prospective students that they will find both institutions…

Have a common curriculum, identical degree requirements, and a single academic calendar.  All academic departments are joint, and classes are offered throughout the day on both campuses.  The academic program is coordinated by the Provost for Academic Affairs, who is assisted by the Associate Provost and Dean of the Faculty. In addition there is one admission office, a joint registrar’s office, a combined library system, joint academic computing services, and a myriad of joint student activities and clubs.  The two campuses are linked by a free bus service throughout the day and late into the night (Academic Catalog 2003-2005, p. 3).

The transformation that began in a log cabin school for boys on a Mississippi riverbank, and at the same time in a drafty frame house in the same little village where German Benedictine sisters taught young girls needlework and music, is nearly complete.  MaryAnn Baenninger, Saint Benedict’s fourteenth president, observes that… 

We are two institutions, yet one; we are a school for women and a school for men, yet we are co-educational.  We have two campuses, yet they function in many ways as one.  Each institution, however, has its own culture, its own history, its own lineage, and its own roots.  We cannot overestimate the amount of institutional energy we invest in maintaining this unique partnership, or the mental and social flexibility required to sustain it.  It is a model for the real world where relationships are not simple, where trust is an essential, where openness is required, and reflective negotiation is the currency. Without each other, without understanding each other, without connecting with, inspiring and acting for each other, we would be nothing.

The institutional profile describing characteristics of our students, faculty, and fiscal resources concluding this section reveals that as colleges we are stronger together than standing apart.  “A needle so fine” weaves our golden thread of mission into a future of hand, heart, and mind united by common purpose.

A Sense of Purpose

Saint John’s University strives to provide its students with a “liberal arts education in the Catholic university tradition” for all its students. 

In reaching for this aim, the University “seeks to preserve the wellsprings of human culture, to deepen understanding of human interdependence, and to prepare students for full, integrated lives of thought, action, and love.” 

Working toward these goals requires that the University “relate teaching, learning, and scholarship to residential life of the campus, community worship, and programs of service.”   

These mission activities are in turn realized through “the Benedictine practices of community life, prayer, hospitality, and the search for wisdom.” 

They are further sustained by the University’s “historic commitments to the well-being of diverse human communities, the formation of leaders in successive generations, and the ongoing renewal of the Church”

                                    (Academic Catalog 2003-2005, pp.7-8).

 

The College of Saint Benedict aims to provide its students with “the very best residential liberal arts education in the Catholic university tradition.”

The College works toward this aim to “foster integrated learning, exceptional leadership for change, and wisdom for a lifetime.” 

The College pledges to work toward these goals through six mission commitments “offered in partnership with Saint John’s University, providing a laboratory where women and men can achieve new respect and genuine partnerships with each other” through…

A “unified liberal arts curriculum which expands the traditional knowledge base to include women’s experience and promotes teaching methods that facilitate women’s learning.”

This unified curriculum reflects the influence of an “integrative environment for learning which emphasizes the quality of women’s learning by recognizing the interdependence of women’s personal and cognitive development.”

The College emphasizes students’ personal growth by celebrating women and providing “a culture that explicitly values women, allowing the student to see herself as a person of value.”

Students will experience “Benedictine values grounded in a women’s monastic community” where women play “active church roles” which together encourage a woman’s “faith and spiritual life.”

The College pledges to provide its students with opportunities to “observe and practice leadership and service” that help women “have confidence in their power to contribute to their community and to become agents for change.”

These commitments together offer women “the capacity to make their place in the world and ensure success in their careers and their lives.” 

(Academic Catalog 2003-2005, pp. 5-6).

Both colleges, recalling their shared heritage in Benedictine monasticism and in the Catholic faith, plan their future guided by their coordinate mission and values.  Working together, they aim to secure for their students “the very best residential liberal arts education in the Catholic university tradition.” 

This aim is in turn organized around three goals: fostering students’ development of “integrated learning, exceptional leadership for change, and wisdom for a lifetime.”

Their shared mission, aim, and goals guide the college’s efforts to provide “a unified liberal arts curriculum which focuses on questions important to the human condition, demands clear thinking and communicating, and calls forth new knowledge for the betterment of humankind.”

The colleges pledge to provide “an integrated environment for learning which stresses intellectual challenge, open inquiry, collaborative scholarship, and artistic creativity.”

Their students will experience “an emphasis on personal growth of women and men which incorporates new knowledge about the significance of gender into opportunities for leadership and service.”

Men and women who pursue this liberating education will witness the Benedictine emphasis on “attentive listening to the voice of God, awareness of the meaning of one’s existence, and the formation of community built on respect for individual persons.”

Those who join this community of learners have the opportunity to enter into “a heritage of leadership and service” that promotes peace, justice, and the common good” (Academic Catalog 2003-2005, p. 4).

Sister Emmanuel and Father Hilary, reflecting on the ways in which our two colleges’ individual and corporate missions have evolved, concluded that…

Throughout the history of our two Catholic colleges we have taken seriously our commitment to a liberal education, which nurtures a fruitful dialogue between our faith and our culture.  And we have maintained our commitment to remain authentic Catholic colleges, building a faith community dedicated to the search for truth, a respect for the dignity of all persons, and a love of God and one another.  We continue, with hope and faith, on our journey…" (Renner, p. 46).

Unit Mission

Responding to the common mission that guides the College of Saint Benedict and Saint John’s University, the Department of Education jointly sponsored by these two colleges aims to “prepare exemplary teachers who have a strong liberal arts background, exemplify Benedictine values, and make professional decisions which can help all students achieve their full potential as persons and as responsible world citizens in a democratic society” (Mission Statement, Education Department Conceptual Framework, page 5).

Focused by this aim, the mission of the Department of Education is…

To provide exemplary teacher preparation within the framework provided by the Minnesota Standards of Effective Practice for Teachers.  In congruence with the joint mission of the College of Saint Benedict and Saint John’s University, we seek to provide this preparation within a liberal arts context in ways that are consistent with the Catholic and Benedictine traditions. 

Building on our theme of “Teacher as Decision-Maker,” we seek to prepare teachers who will make informed, ethical classroom decisions that foster their students’ learning.

In doing so, “we seek to prepare teachers who possess a rich and diverse background of coursework and experiences that stress intellectual challenge, open inquiry, collaborative scholarship, and that promote clear thinking.”

In addition to a rich, liberal arts experience, it is our mission to provide students with the knowledge and skills necessary to make effective classroom decisions. 

Consistent with our Catholic and Benedictine values, we seek to develop teachers who have a commitment to service and to building a classroom community which respects all persons.  (Conceptual Framework, pp. 5-6).

Students enrolled by the colleges and prepared for licensure by Minnesota’s Board of Teaching reflect this mission and aim as they work toward the Education Department’s ten program goals.  The knowledge, skills, and values that are acquired and affirmed through candidates’ pursuit of these goals strengthen the decisions they make as they plan and evaluate their teaching (Goals, Conceptual Framework, p. 2).  The department’s goals are guided by the Minnesota Standards of Effective Practice for Teachers, a set of licensure standards set by Minnesota’s Board of Teaching (1999).  The 10 terminal and 120 enabling pedagogical standards in this collection were derived from the work of the Interstate New Teacher Assessment and Support Consortium.

Unit Characteristics

Faculty. The Department of Education’s administrative and faculty offices are located on the campus of the College of Saint Benedict in the Henrita Academic Building.  This unit employs 21 faculty members who together represent 15.08 full time equivalent positions producing 4286 credit hours during the 2004-2005 academic year.  The unit employs six adjunct faculty members, five of whom are experienced K-12 educators teaching in area schools who share their expertise with our candidates in methods or foundations courses.  Table I.1 summarizes the academic rank and tenure status of the unit’s faculty.

Table I.1  Academic Rank and Tenure Status of Professional Education Faculty: 2004-2005

 

 

Academic Rank

Tenured Faculty

Faculty Not Tenured

Faculty in Tenure Track Positions

Faculty in Positions Without Tenure

Professors

4

 

 

Associate Professors

4

 

 

Assistant Professors

 

1

1

Instructors

 

 

4

Lecturers

 

 

1

Part-Time Adjunct

 

 

6

Total

8

1

12

Administrative Staff.  The unit also employs experienced elementary and secondary educators as needed to serve as college supervisors of student teachers and to assist the Directors of Elementary and Secondary Student Teaching as they guide and review the performance of our candidates during their clinical experiences.  The unit’s Academic Advisor, who also serves as Coordinator of Partnerships and its Director of Teacher Education are also professional staff supporting the work of faculty.  The unit is further supported by the skill, knowledge, and forbearance of its two administrative and five student staff members.

Students.   The following table reveals students’ affiliation as either elementary level majors and secondary level (k-12; 5-12) minors.  It is derived from records of those students who declare their intentions during their first or second year as well as those who have applied for acceptance as candidates.

Table I.2.  Students Pursuing Licensure: 2004-2005

Class

Elementary Majors

Secondary Minors

First Year

51

70

Sophomore

48

57

Junior

32

35

Senior

82

61

Special

  1

  3

         Total:

         214

         226

Theory of the Program

What do our typical candidates encounter as they prepare for licensure as elementary and secondary teachers through study and practice in the unit’s programs?  Over the past several years the College of Saint Benedict has enrolled about 500 women each fall as first year students.  Saint John’s University, six miles away, has enrolled nearly as many young men in each first year class.  The almost 1000 first year students enrolling in both colleges will include as many as 300 who upon their matriculation declare an interest in becoming teachers.  Perhaps 200 of these matriculants will pursue their interest by enrolling courses intended to help them discern the strength of their call to the teaching profession.  About 100 of these interested first year students will complete our program as candidates for licensure by Minnesota’s Board of Teaching as elementary or secondary instructors.

Pre-Acceptance.  Those who persist in their desire to prepare for a teaching career will complete a series of foundation courses forming the “first tier” of the unit’s curriculum of from one to four credit hours each.  A four-credit- hour course meets every other day for 70 minutes during a six-day cycle.  A typical semester of 16 weeks will include 12 such cycles, offering about 34 class meetings.  Most students complete a total of 16 credit hours each semester.

These first foundation courses in “Tier One” of the unit’s curriculum offer prospective candidates opportunities to explore and acquire “professional” knowledge (Professional Standards, p. 56) about the role of schools in our diverse society (Education 111, “Introduction to Teaching and Learning in a Diverse World”), characteristics and needs of exceptional learners, theories and patterns of human development (Education 203, “Human Development, Typical and Exceptional”) while observing and participating in educational field settings.  As these foundation courses provide prospective candidates with a contextual framework for their future course work and clinical (methods and student teaching) experiences, they also offer opportunities to know, apply, and be assessed upon licensure and unit standards common to all of our elementary and secondary licensure programs.

As they begin to acquire this foundation of knowledge about schools, learners, and ways of teaching, college students seeking the Education Department’s acceptance as candidates for licensure also complete 60 hours of required pre-admission field experiences while enrolled in Education 111.  These initial field experiences include 30 hours working with “at risk” K-12 students completed during this introductory course and 30 additional hours “shadowing” a teacher in a K-12 school.  Guided by experienced teachers who collaborate with the unit’s faculty to design and manage these early field experiences, prospective candidates experience the challenges of teaching children and observe a teaching professional’s classroom life.  Those who complete this required field experience are formally judged on several standards-based dimensions by the licensed teachers in whose classrooms they have served.  Affective indicators of potential candidates’ disposition for this demanding professional role are an important part of these early formative assessments.  Students conclude their documentation of this experience with standards-guided reflection on the nature and effects of their work in these classrooms.

Responding to the increasing diversity in Minnesota’s schools, the unit has introduced additional opportunities for prospective candidates to work in K-12 classrooms that serve students from different cultural, ethnic, economic, and racial groups.  Those who seek to become elementary teachers invest one week (five instructional days of 30 hours or more) as supervised observers, aides, and tutors in an inner-city Minneapolis or Saint Paul school.  These potential elementary teachers will also invest another 30 hours in local area schools enrolling a diverse student body (Education 212, “Clinical Experience; Elementary Education”).  Prospective candidates for secondary licensure (K-12 and 5-12) enroll in a similar five day, 30 hour supervised “urban plunge” during their winter break, spring break, or in early May (Education 213, “Clinical Experience for K-12 / 5-12 Education Minors”).  Both of these “diversity-intensive” field experiences require prospective candidates to complete standards-guided reflections on both the nature of their work in these settings as well as the implications of that work for their future as professional educators

As prospective candidates complete first tier foundation courses and field experiences, they also have opportunities to verify the extent of the academic skills required of them for continued study.  The unit has defined foundational standards of academic performance in the academic skills of reading, writing, grammar, and the use of mathematics which all candidates must affirm and maintain during their preparation for licensure.  In past years prospective candidates completed the Academic Profile, a competency-based examination developed by the Educational Testing Service, to establish their performance levels in these college level skills.  With the advent of additional licensure tests and their associated cost, the unit elected to accept alternative indicators equated with the Academic Profile’s “Level Two” performance standard in three of the four skill areas derived from the College Board’s ACT examination and the Educational Testing Service’s Pre-Professional Skills Test.

Most of Minnesota’s college-bound high school students complete The College Board’s ACT examination.  The state’s Board of Teaching requires prospective candidates to have at least attempted all sections of The Pre-Professional Skills Test (PPST) before acceptance as candidates in preparation for licensure.  Thus nearly all prospective candidates have both PPST and ACT scores to affirm their performance in reading, grammar, and mathematics. 

Each semester the unit offers a holistically scored essay examination of its own design to provide prospective candidates with assessments of their writing performance, as neither the modest writing samples collected by the ACT or the PPST provides meaningful estimates of the ability to formulate and express a persuasive argument.  Prospective candidates must also verify their skills in public address by completing the unit’s “Speech Adequacy Test” or by presenting evidence of successfully completing formal instruction in public speaking during high school or college.

Should a prospective candidate fail to affirm Level Two academic skills, the unit encourages pursuit of a range of developmental opportunities.  Following completion of diagnostic testing to identify areas of strength and weakness in a skill area, prospective candidates might elect to enroll in a course, complete a computer-managed or self-instructional program, or work with a professionally supervised tutor through the colleges academic skills centers in reading, writing, or mathematics as described in their Teacher Education Handbook.

Candidates usually conclude their Tier One foundation coursework with opportunities to know and be assessed on key aspects of “pedagogical knowledge” (Professional Standards, p. 55) concerning instruction and assessment as they complete coursework for “Educational Psychology” (Education 310).  During this course prospective candidates usually prepare their application materials for review by the unit’s Admissions Committee in hopes of being accepted as an elementary education major or secondary education minor preparing for licensure.

General Education.  The unit’s mission, embedded within the shared mission of the two colleges, calls students and their faculty to a life of the mind balanced with a life of service.  As students progress through their pre-acceptance curriculum of foundation courses, field experiences, and academic skills examinations, they also complete courses designed for the colleges’ Core Curriculum.  All first year students complete a two-semester Symposium offering them opportunities to refine their communication skills in classes usually enrolling no more than nine men and nine women. During their second and third years of Core study, students will complete courses in the fine arts, natural sciences, humanities, and social sciences.  All fourth-year students complete a Senior Seminar focused on a discussion of core values found in lives of learning and service.  When they finish the general education portion of their college work, most students will have completed nearly one-half of the 124 credit hours required for graduation.  The unit supports this broadly designed general education experience as offering our candidates an opportunity to acquire and begin to refine a larger body of knowledge, skills, and values that will influence their teaching.

Acceptance to Candidacy.  Having completed their required pre-acceptance courses and field experiences, all prospective candidates’ choose the licensure program they hope to pursue and apply to the unit’s Admissions Committee for acceptance as elementary education majors or secondary education minors.  Henceforth, students’ curricular pathways will diverge once they have been accepted as candidates for licensure.

Preparation for Elementary Licensure (K-6 +5-8).  In the past academic year 52% of accepted candidates were preparing for licensure as elementary level generalists (K-6) who are also licensed to teach a “specialty” to middle level students (grades 5-8) in mathematics, language arts, natural science, or social studies.  Most complete five courses of four credit hours each in content areas supporting their selected specialty.  These “subject matter knowledge” courses are taught by arts and sciences faculty prepared in academic disciplines appropriate for candidates’ specialties.  The courses they teach are designed to provide candidates with opportunities to know, apply, and be assessed on relevant content or subject matter standards for their area of licensure as stipulated by Minnesota’s Board of Teaching.  Elementary candidates build on the “professional knowledge” they acquired in the unit’s foundation courses with generalist “content” knowledge in music (Education 150, 2 credit hours), art (151, 2 credit hours), children’s literature (215, 4 credit hours), science (Course of the College 111 and 112, 8 credit hours) and mathematics (8 credit hours).  

These candidates also complete a series of teaching methods courses which offer “pedagogical content knowledge” in physical education K-6 (1 credit hour), art K-6 (2), music K-6 (2), social studies K-6 (4), mathematics K-6 (4), science K-6 (4), reading, writing, and language K-6 (4), middle level literacy 5-8 (2), and one course in middle level literacy and pedagogy in candidates’ specialty (4 credit hours).  Candidates who focus on learning to teach a foreign language complete a K-8 language methods course (4).  All methods courses include field and clinical experiences offering opportunities for elementary level candidates to plan and teach students in their areas of licensure.

Preparation for Secondary Licensure (5-12 / K-12).  During the past year 48% of the unit’s candidates were pursuing secondary level licensure (grades 5-12) as teachers of language arts, the physical sciences (biology, chemistry, or physics), mathematics, or social studies.  Some will elect to prepare for licensure as teachers of art, music, or world languages to students in grades from kindergarten through grade twelve.  All will acquire relevant “subject matter knowledge” (Professional Standards, p. 53) through a series of eight to ten content courses designed to offer opportunities to know, apply, and be assessed on the subject matter standards of their major area of study as specified by Minnesota’s licensure standards.  Depending on their college major, secondary students also complete from two to four pedagogy (teaching methods) courses as part of their college minor in education.  These methods courses offer “pedagogical content knowledge” (Professional Standards, p. 54) through opportunities to know, apply and be assessed on relevant Minnesota Standards of Effective Practice for Teachers (MSEPT)  

While “standards-based” foundation courses refine candidates’ professional knowledge and introduce basic pedagogical knowledge, their work in one or more disciplines contributes to their growing understanding of the knowledge, skills, and values that form a “standards-based” body of content knowledge.  Methods courses provide opportunities to draw upon this growing body of content knowledge to form a core of “pedagogical content knowledge” that will inform teaching.  Candidates thus have an initial framework of knowledge, skills, and values offering them guidance on what to teach and how to teach.

Clinical Practice.  Sixteen weeks of closely supervised student teaching are divided into two eight-week clinical assignments, one in each of two grade levels, to offer elementary / middle level (K-6 / 5-8) and most secondary / middle level (9-12 / 5-8) candidates the opportunity to refine their pedagogical content knowledge by working with students in their licensure area and level.  Secondary candidates seeking licensure as K-12 specialists in art, music, or world language will enjoy two such “rotations” during their sixteen-week clinical practice as student teachers working with students in elementary, middle, high schools. 

Student teaching thus becomes one of the unit’s Tier Three “capstone” experiences designed to help candidates integrate their accumulating knowledge of what to teach with their growing knowledge of how to teach through opportunities to share their growing fund of knowledge with school children.  Formative assessments of candidates, offered by their cooperating and supervising teachers, provide guidance on how, and how well, candidates incorporate Minnesota’s Standards of Effective Practice for Teachers (MSEPT), relevant licensure content standards and Minnesota’s K-12 student standards) into their teaching.  Emphasis on explicit documentation of candidates’ success in helping all the children in their charge learn meaningful knowledge and skills provides a frame of reference for this formative review and for candidates’ self-reflection.

Exit / Recommendation for Licensure.  With the completion of successful student teaching experiences in each of two clinical settings, candidates complete a final review of their practice with their cooperating teacher and their college supervisor.  With successful student teaching experiences, exit reviews, and state-mandated examinations completed, the unit’s licensure officers recommend candidates for teacher licensure by Minnesota’s Board of Teaching.

Programs

All teacher preparation programs recommending candidates for licensure as teachers in Minnesota must be approved by the Board of Teaching, a division of Minnesota’s Department of Education.  After 1 September 2001, all such teaching licenses will reflect explicit preparation for teaching at the “middle level,” defined as grades five through eight.  In this way the Board of Teaching hopes to provide an adequate pool of candidates for teaching middle level learners in grades five through eight.

Approved programs thus recommend candidates for elementary licensure who, as generalists, are prepared to teach grades kindergarten through six who are also prepared to teach a “specialty” area to students enrolled in grades five through eight.  Approved programs also recommend candidates for secondary licensure who are prepared to teach their area of specialization to students in grades nine through twelve and to middle level learners in grades five through eight.  Additionally, licensure programs in the visual arts, vocal and instrumental music, and foreign languages and cultures prepare candidates to instruct students in kindergarten through grade twelve.   Tables I.2 and I.3 reflect this distinction between the unit’s elementary and secondary programs.

Table I.3.  Elementary Education (K-6) Major with a Grade 5-8 Specialty, 2004-2005

Programs

Award Level

Program

Level

Credit

Hours

Students

Review Agency

Report Submitted

Status

K-6 Elementary Education with 5-8 Communication Arts Specialty

BA

Initial

103

45

State

Yes

Approved

Dec 2000

K-6 Elementary Education with 5-8 Mathematics Specialty

BA

Initial

99

51

State

Yes

Approved

Dec 2000

K-6 Elementary Education with 5-8 General Science Specialty

BA

Initial

103

13

State

Yes

Approved

Feb 2001

K-6 Elementary Education with 5-8 Social Studies Specialty

BA

Initial

103

31

State

Yes

Approved

Dec 2000

K-6 Elementary Education with 5-8 World Languages Specialty: French

BA

Initial

105

0

State

Yes

Approved

May 2001

 

K-6 Elementary Education with 5-8 World Languages Specialty: German

BA

Initial

105

0

State

Yes

Approved

May 2001

K-6 Elementary Education with 5-8 World Languages Specialty: Spanish

BA

Initial

105

12

State

Yes

Approved

May 2001 

                  TOTAL:

 

 

 

152

 

 

 

Table I.2 reports the number of sophomores, juniors and seniors who have applied to be and are fully accepted or conditionally accepted as candidates pursuing licensure as an Elementary Education major. 

Table I.4.  Secondary Major with an Education Minor: 2004-2005

Programs

Award Level

Program Level

Credit Hours

Major / Ed

Number of Students

Review Agency

Program

Report Submitted

Status

K-12 Art

BA

Initial

45 / 42

5

State

Yes

Approved Feb 2001

K-12 Instrumental Music

BA

Initial

48 / 44

6

State

Yes

Approved

Oct 2000

K-12 Vocal Music

 

BA

Initial

48 / 44

10

State

Yes

Approved

Oct 2000

5-12 Communication Arts and Literature

BA

Initial

44 / 46

36

State

Yes

Approved Mar 2001

5-12 Mathematics

BA

Initial

40 / 44

13

State

Yes

Approved Mar 2001

 

K-12 World Languages and Cultures: French

BA

Initial

37 / 42

1

State

Yes

Approved May 2001

K-12 World Languages and Cultures:

German

BA

Initial

37 / 42

2

State

Yes

Approved Feb 2001

K-12 World Languages and Cultures:

Spanish

BA

Initial

37 / 42

10

State

Yes

Approved Dec 2000

5-12 Natural Science with 9-12 Biology

BA

Initial

52 / 44

6

State

Yes

Approved Dec 2000

5-12 Natural Science with 9-12 Chemistry

BA

Initial

53 / 44

4

State

Yes

Approved Feb 2001

5-12 Natural Science with 9-12 Physics

BA

Initial

58 / 44

1

State

Yes

Approved

Feb 2001

9-12 Life Science Only

 

 

28 / 44

1

 

 

 

9-12 Chemistry Only

 

 

 

39 / 44

2

 

 

 

9-12 Physics Only

 

 

 

34 / 44

1

 

 

 

5-12 Social Science: Economics Focus

BA

Initial

48 / 44

1

State

Yes

Approved Nov 2000

5-12 Social Science: History  Focus

BA

Initial

48 / 44

39

State

Yes

Approved

Nov 2000

5-12 Social Science: Political Science Focus

BA

Initial

48 / 44

1

State

Yes

Approved Nov 2000

5-12 Theology

BA

 

32 / 44

2

 

No

Not Applicable

                    Total:

 

 

 

141

 

 

 

 

Table I.3 is based on the number of sophomores, juniors and seniors who have applied to be and are fully accepted or conditionally accepted as candidates preparing for 5-12/K-12 or 9-12 licensure as secondary education minors.

Table I.5  Summary Institutional Profile:  2003-2004

 

Saint Benedict’s

Saint John’s

Both Colleges

Enrollment

2,033

1,895

3,928

Percent Enrolled Full-Time

98.3

99.1

98.7

White

            1,880

1,752

3,632

Black

11

14

 25

Asian

 44

 42

 86

Hispanic

 20

 21

 41

American Indian

 -

 5

 5

International

78

61

139

Percent on Campus

74.8

77.6

76.2

Mean ACT

25.2

25.3

 

Mean High School Rank

82%

73%

 

Mean High School GPA

3.70

3.54

 

Academic Profile

 

 

 

1st to 2nd year persistence

88%

91%

 

Four year completion rate

71%

71%

 

Degrees Conferred

470.5

474.5

945 

Overall Mean Class Size:

 

 

21.5

Lower  Division

 

 

23.6

Upper Division

 

 

18.5

FTE Students to Faculty

 

 

13.5 to 1

Percent Full-Time Faculty

86.1%

94.1%

90%

Percent Full-Time Tenured  

68.2%

53%

60.1%

Mean Faculty Salary 03-04:  Professor

$67,800

$71,900

 

Associate

$56,100

$56,000

 

Assistant

$45,300

$46,400

 

Instructor

$42,800

$42,000

 

Financial Profile

 

 

 

Tuition and Fees: 2004-05

$22,148

$22,148

 

Average Tuition Discount (FY 03)

37.5%

34.8%

 

Revenue FY 2003:  Net Tuition

$25,272,782

$24,132,396

$49,405,178

Grants

$2,119,829

$3,072,513

$5,192,342

Endowment Income

$99,682

$2,478,214

$3,477,896

All Other Income

$3,613,617

$1,219,945

$4,833,582

Education and General

$31,105,910

$30,903,068

$62,008,978

Auxiliary Enterprises

$13,250,788

$13,328,535

$26,579,323

Expenditures:  Academic

$19,654,956

$24,061.827

$43,716,783

Student Services

$4,730,748

$6,040,348

$10,771,783

Institutional Support

$6,956,876

$7,687,090

$14,643,966

Education and General

$31,342,580

$37,789,265

$69,131,845

Auxiliary Enterprises

$11,431,529

$11,194,967

$20,626,496

Staffing:  (Fall 03)  Faculty

166

153

319

Administrative  Staff

154

166

320

Support Staff

126

133

259

Total Staff

446

452

898

Endowment Market Value (FY 03)

$18,693,547

  $91,266,337

 

Total Resources per Student (FY 03)

$9,155

$46,094

 

Information included in Table I.5 is drawn from the colleges’ 2004 Institutional Profile

References

Academic Catalog 2003-2005. (2003) Saint Joseph, MN: College of Saint Benedict and Saint John’s University.

Baenninger, M.  (2005)  A Golden Thread: The Liberal Arts in the 21st Century.

“Catholic Identity at CSB/SJU” in Core Values and the Catholic Intellectual Tradition (2003)  Saint John’s University Vocations Project Office, Collegeville, MN.

Education Department Conceptual Model: Teacher As Decision-Maker.  (2000).  Department of Education, College of Saint Benedict and Saint John’s University, Saint Joseph, MN.

Hoffmann, A. (1907) Saint John’s University: A Sketch of its History, 1857 – 1907.  Unpublished manuscript. Collegeville, MN.: Saint John’s University Archives. (http://www.csbsju.edu/sjuarchives/info/hoffmann/chap-1.html)

Minnesota rules: Standards of Effective Practice for Teachers 8710.2000. 1999. Roseville, MN: Board of Teaching, Minnesota Department of Education.

Professional Standards for the Accreditation of Schools, Colleges, and Departments of Education. (2001). Washington, D.C.: National Council for Accreditation of Teacher Education.

Renner, E. and Thimmesh, H. (1997). Faith and Learning at the College of Saint Benedict and Saint John’s University. In R.T. Hughes and W.B. Adrian, (Eds.) Models for Christian Higher Education: Strategies for the Twenty-First Century.  Grand Rapids, MI: Erdmans.

 

Updated July 30, 2005