Education

http://wp.stolaf.edu/education/

Chair, 2014-15: Elizabeth Leer (Education), curriculum and instruction, English education

Faculty, 2014-15: Ruben Alvarez (Education), ESL; Linda Berger (Music), vocal music; Heather Campbell (Education), reading, ESL, science, Director of Assessment; Kris Cropsey (Spanish), world language methods; Karna Hauck (Education), visual art; Kathryn Hoffman (Education), English education; Courtney Humm (Education), social studies; Sharon Lane-Getaz (Education and Statistics), statistical methods; Nancy Lee (Music); Tim Mahr (Music), instrumental music; Ryota Matsuura (Mathematics, Statistics, and Computer Science), math education; Robert McClure (Education), K-12 foundations and methods; Rosie Pfarr-Baker (Education), counseling, educational opportunity, Director of Field Experience and Licensure; Mark Storry (Education), chemical awareness; Sarah Swan-McDonald (Education), social studies methods; Jessica Tesdall (Education) ESL

St. Olaf College prepares teachers whose commitment to democratic ideals is manifested in their ability to address the needs of all students; in their dedication to schools, communities, and society; and in their commitment to the profession.

The Education Department prepares highly qualified, reflective teachers who integrate the liberal arts, their subject matter, and professional education. Reflective teacher candidates assess their options and make sound professional decisions based on practical, pedagogical, and ethical criteria. Teacher candidates develop leadership skills and contribute to the profession and to society. St. Olaf's mission is to prepare its students to be “seekers of truth, leading lives of unselfish service to others.” The faculty members in the teacher education program share in this mission by preparing teachers who embrace this ideal.

Nearly ten percent of St. Olaf graduates qualify for Minnesota teaching licenses each year. Most graduates choose employment as educators in K-12 (kindergarten through grade 12) classrooms in the U.S. or abroad. Many also attend graduate school in special education, counseling, or related human services fields. Among baccalaureate - liberal arts institutions, St. Olaf ranks second in the nation in the number of graduates who earn Ph.D.s in education.

OVERVIEW OF THE EDUCATIONAL STUDIES CONCENTRATION

The Educational Studies Concentration offers students from all areas of the liberal arts an opportunity to strengthen their program of study with selected courses that focus on some feature of education. Educational Studies provides important foundational work toward achieving a number of post-baccalaureate goals including various vocations (management, arts education, coaching, environmental education, youth ministry, classroom teaching, teaching English abroad) and service opportunities (Teach for American, Peace Corps, Lutheran Volunteer Corps).

The requirements for the program include core courses with the Education Department and interdisciplinary elective options.

Intended Learning Outcomes for the Concentration

ORGANIZATION OF THE CONCENTRATION

The Educational Studies Concentration is offered in three different tracks to best meet the needs of a variety of student interests.

(1) Licensure Track - for those students intending to complete the Education program and obtain a teaching license (requires an application and acceptance into the Teacher Education Program)

(2) Non-Licensure Track - for those students who have an interest in Education but are not seeking a teaching license

(3) TEFL Certificate - for those students seeking to obtain a Teaching English as a Foreign Language certificate

REQUIREMENTS OF THE EDUCATIONAL STUDIES CONCENTRATION (5.5 credits)

Licensure Track

Concentration core courses: (2.5)

(1) Education 290: Educational Psychology
(1) Education 330: Principles of Education, K-12
(0.5) Education 372: Counseling and Communication in Schools

1 extensive Interim field experience (1.0)

(1) Education 170: Urban Schools and Communities
(1) Education 347: Teaching ESL, K-12
(1) Education 378: Multicultural Education in Hawaii: Seminar and Practicum
(1) Education 379: Urban Education Practicum and Seminar

2 Electives (2.0)
(a total of 2 credits from courses with an educational or social/cultural theme)

(1) English 205: American Racial and Multicultural Literatures
(1) English 242: Children's and Young Adult Literature
(.5) Exercise Science Theory 238: Introduction to Coaching
(1) Family Studies 242: Family Relationships
(1) Media 260: Media and Contemporary Culture
(1) Music 237: World Music
(1) Psychology 125: Principles of Psychology
(1) Psychology 236: Conditioning and Learning
(1) Psychology 241: Developmental Psychology
(1) Psychology 341: Infant Behavior and Development
(1) Psychology 350: Parenting and Child Development in Diverse Families
(1) Sociology/Anthropology 242: Contemporary Native American Issues
(1) Sociology/Anthropology 264: Race and Class in American Culture
(1) Women's and Gender Studies 121: Introduction to Women's and Gender Studies

Non-licensure Track

(1) Education 260: Foundations in Education
(1) Education 290: Educational Psychology
(0.5) Education 372: Counseling and Communication in Schools

1 extensive Interim field experience (1.0)

(1) Education 170: Urban Schools and Communities
(1) Education 347: Teaching ESL K-12
(1) Education 378: Multicultural Education in Hawaii: Seminar and Practicum
(1) Education 379: Urban Education Practicum and Seminar

2 Electives (2.0)
(a total of 2 credits from courses with an educational or social/cultural theme)

(1) English 205: American Racial and Multicultural Literatures
(1) English 242: Children's and Young Adult Literature
(.5) Exercise Science Theory 238: Introduction to Coaching
(1) Family Studies 242: Family Relationships
(1) Media Studies 260: Media and Contemporary Culture
(1) Music 237: World Music
(1) Psychology 125: Principles of Psychology
(1) Psychology 236: Conditioning and Learning
(1) Psychology 241: Developmental Psychology
(1) Psychology 341: Infant Behavior and Development
(1) Psychology 350: Parenting and Child Development in Diverse Families
(1) Sociology/Anthropology 242: Contemporary Native American Issues
(1) Sociology/Anthropology 264: Race and Class in American Culture
(1) Women's and Gender Studies 121: Introduction to Women's and Gender Studies

TEFL Certificate Track

Core courses: (2.5)

(.5) Education 245: Teaching and Learning English Grammar
(1) Education 246: English Language Learners: Issues in Education
(1) Education 260: Foundations in Education

1 extensive Interim field experience (1.0)

(1) Education 347: Teaching ESL K-12

Elective Options (2.0)
(a total of 2 credits from courses with an educational or social/cultural theme)

(1) English 205: American Racial and Multicultural Literatures
(1) English 242: Children's and Young Adult Literature
(1) English 250: English Language and Linguistics
(.5) Exercise Science Theory 238: Introduction to Coaching
(1) Family Studies 242: Family Relationships
(1) Media Studies 260: Media and Contemporary Culture
(1) Music 237: World Music
(1) Psychology 125: Principles of Psychology
(1) Psychology 236: Conditioning and Learning
(1) Psychology 241: Developmental Psychology
(1) Psychology 341: Infant Behavior and Development
(1) Psychology 350: Parenting and Child Development in Diverse Families
(1) Sociology/Anthropology 242: Contemporary Native American Issues
(1) Sociology/Anthropology 264: Race and Class in American Culture
(1) Women's and Gender Studies 121: Introduction to Women's and Gender Studies

OVERVIEW OF The TEACHER EDUCATION PROGRAM

St. Olaf is approved by the Minnesota Board of Teaching (BOT) to recommend its graduates for teaching licensure in Minnesota, and it is accredited by the National Council for Accreditation of Teacher Education (NCATE). To be eligible for a teaching license through St. Olaf, students must meet the BOT requirements of their teaching content area (English, mathematics, music, social studies, etc.), complete a major in this same content area (except for ESL), complete all B.A. or B.M. requirements (including a graduation major), and complete all required Education courses and experiences (see requirements below).

The Higher Education Act, Title II, Section 207, requires all institutions that prepare teachers to report pass rates on state licensing tests. In Minnesota, teacher candidates are required to pass the Pre-Professional Skills tests in reading, writing, and mathematics. Minnesota also requires additional tests in pedagogy and content area. Students seeking licensure in other states should contact the teacher licensure agency in those states.

Note: Because of periodic changes in licensure requirements, check with the Education Department regarding your program.

The requirements of the social studies education major are described elsewhere in this catalog.

St. Olaf offers these licenses in education:

1. Secondary/middle school teaching (grades 5-12) in the following academic areas: communication arts and literature (English, communications); mathematics; science 9-12 (biology, chemistry, physics) and 5-8 general science; social studies (economics, history, geography, political science, psychology, sociology/anthropology)

2. Kindergarten-12 level in the following academic areas: dance; English as a second language (ESL); music (vocal/classroom, instrumental/classroom); theater; visual art; world languages (French, German, Latin, Spanish)

St. Olaf does not offer its own elementary K-6 classroom licensure. Students may begin to work towards their license while studying at St. Olaf and complete the requirements after graduation at several different institutions. Contact Robert McClure in the Education Department for further information.

Coaching is no longer certified by the state, but there are several recommended coaching courses (see education or exercise science faculty).

INTENDED LEARNING OUTCOMES FOR THE PROGRAM

REQUIREMENTS AND PROCEDURES
Overall Requirements for a Teaching License and Admission Criteria

At St. Olaf, courses and field experiences have been aligned to meet all of the Minnesota standards for licensure. In order to be recommended for licensure by St. Olaf College, students must meet all of the requirements and make regular progress through transition points in the program. Transitions require approval by the Education Department faculty.

The licensure process and criteria are described below. Consult the Education Department faculty.

OVERVIEW OF LICENSURE PROCESS AND ASSESSMENT MODEL TRANSITION POINTS

1. Applicant to Candidate:

  • Have a minimum overall and content area GPA of 2.5 to enter
  • Participate in initial interviews with education and content area faculty
  • Obtain approval of teacher education application
  • Obtain B- or better in Education 290
  • Obtain rating of "Basic" or better on Disposition Assessments on Field Experience Evaluations
  • Successfully complete 20 hours field experience in Education 290
  • Meet SEP standards in Education 290
  • Take MTLE Basic Skills Tests
  • Successfully complete other content-area requirements (entrance into Music program, interview with World Language faculty member, etc.)

2. Candidate to Student Teacher:

  • Maintain minimum 2.7 GPA overall and in content area
  • Earn at least a B- in all education courses
  • Obtain rating of "Basic" or better on all Disposition Assesments and Field Experience Evaluations
  • Successfully complete advanced field experience(s) in Education 330 and other courses
  • Complete an Interim field experience in a classroom setting of diversity (minimum of 80 hours)
  • Complete a minimum 120 hours total of field experience
  • Meet SEP standards embedded in all Education courses
  • Successfully complete Candidate Presentation
  • Pass all MTLE Basic Skills Tests
  • Take all MTLE Pedagogy and Content Tests

3. Student Teacher to Minnesota teaching license:

  • Earn at least a B- in all education courses
  • Obtain rating of "Basic" or better on all Disposition Assessments and Evaluations
  • Successfully complete student teaching
  • Present evidence demonstrating competency in all Minnesota content area standards and the Standards of Effective Practice (SEP) to education faculty
  • Meet SEP and content standards embedded in Student Teaching
  • Participate in exit interview with the Director of Field Experiences
  • Complete Minnesota teaching license application
  • Pass exams

Students at each status must also meet the following requirements:

  • Obtain approval of the Dean of Students Office
  • Demonstrate speech and writing proficiency in English
  • Maintain a satisfactory health record
  • Pass criminal background checks as needed
Required Courses, Clinical Field Experiences and Sequence

First Year: One elective Interim course, ED 170: Urban Schools and Communities, is recommended (counts as Human Relations requirement.) Informational sessions are offered during Week One orientations and in April prior to registration in the spring. Students are encouraged to focus on their general education requirements and their prospective teaching major.

Sophomore Year: Candidates are encouraged to focus on their general education requirements, their major, coaching, a second teaching area, such as ESL (English as a Second Language), and multicultural experiences. Education 170: Urban Schools is offered during Interim and may be taken by sophomores. Education 290: Educational Psychology is taken during fall or spring semester. If students are planning to take Education 379: Urban Education during Interim sophomore year, they must take Education 290 the previous fall as a prerequisite. Planning with members of the Education Department and their content area is required.

Junior Year: Most students have had their teacher education application approved prior to their junior year. Courses are sequenced. Education 290, 330, 372, 374, 375, an Interim, 3xx: Special Methods.

Senior Year: Student teach fall or spring – no other courses may be taken during student teaching semester. Students who are student teaching post graduate follow a different schedule that is negotiated with education faculty. In particular, their 3xx: Special Methods course(s) - with the exception of music and world language - should be taken spring semester of their senior year.

Post graduate: Students are eligible for a reduced tuition charge for an additional semester to complete student teaching. Their baccalaureate degree from St. Olaf must be completed in advance. See the Education Department or the registrar for guidelines.

Education 231: Drugs/Alcohol Education (offered fall and spring semester; sophomore or junior year)
Education 245: Teaching and Learning English Grammar (.50 course for communication arts and literature teachers and English as a second language teachers)
Education 290: Educational Psychology (fall or spring semester sophomore year or fall of junior year - or fall sophomore year if taking 378 or 379 that year)
Education 291: Standards and Technology (to be taken concurrently with 330)
Education 321: Teaching of Reading, 5-12 (.5 course for communication arts and literature, world language, and ESL teachers; prerequisite: 330)
Education 330: Principles of Education, K-12 (after 290, before special methods)
Education 372: Counseling and Communication in Schools (junior or senior year)

Education 374: Reading in the Content Area (prerequisite: Education 330)
Education 375: Differentiated Instruction for Exceptional Learners (prerequisite: Education 290)
Education 382: Human Relations (experiential component met during first year, sophomore, junior, or senior year)
Education 3XX: Special Methods of Teaching [IN CONTENT AREA] (after 330, before student teaching)

During the professional semester (senior year or ninth semester), only the following courses may be taken:

Education 381: Senior Seminar
Education 382: Human Relations (experiential component met during first year, sophomore, junior, or senior year)
Education 385: Human Issues in Education
Education 389: Student Teaching

STUDENT TEACHING OPPORTUNITIES

Student Teaching Locally

Students indicate preferences for student teaching placements at schools with which St Olaf has a partnership and that are within a 60-mile radius of St. Olaf. The college has collaborative arrangements with over a dozen school districts in urban, suburban and rural settings – see education faculty. Students are not permitted to student teach in their home schools. They must be fully approved by the Education Department. A vehicle or access to public transportation is needed for transportation to the school.

Student Teaching Abroad

Students may apply to student teach in India. Students must apply for a student teaching abroad placement by Sept. 15 one year in advance of the academic year in which the placement will be made. Applicants are screened by a committee of faculty. In addition to all other requirements for student teaching, students must have a minimum GPA of 3.0, be recommended by the chairs of their content area department(s) and the Education Department and have an exemplary portfolio. These placements meet all the requirements for Minnesota licensure. See Coordinator, Student Teaching Abroad. Offered annually in the fall semester.

Student Teaching in Arizona

A limited number of students can student teach in Tucson, Arizona. Although the majority of students are Mexican-American and are multilingual, a knowledge of the Spanish language is not necessary. (See Rosie Pfarr-Baker.)

Student Teaching in Chicago

Students may apply to student teach in Chicago through the ACM Urban Education Program.

COURSES

170 Urban Schools and Communities

In this course, students examine how schools and communities in the Twin Cities interact to provide support and developmental opportunities for school-age children. Through lectures, readings, discussions, field trips, and in-school and co-curricular placements, students gain an understanding and awareness of how race, class, ethnicity, national origin, and gender shape the complex character of urban youth and schools. Students spend one week in orientation activities on campus and two weeks in the Twin Cities. During the time in the Twin Cities, St. Olaf students participate as tutors and classroom assistants during the school day and then assist in various after-school and community programs. The last week of Interim is spent back on campus discussing the experience. Fulfills EDUC 382: Human Relations requirement. Open to first-year students. Offered during Interim. Counts toward race and ethnic studies and American studies majors and race and ethnic studies concentration.

231 Drugs and Alcohol (0)

Students examine issues related to chemical use/abuse in our society. The course, required of all candidates for a teaching license, enhances problem identification and helping skills in students' professional and personal lives. Students develop an understanding of enabling and intervening behaviors and gain knowledge about the role of schools in addressing these and other chemical abuse concerns. P/N only. Offered each semester, evenings.

245 Teaching and Learning English Grammar

Research clearly shows that labeling isolated sentence components with grammatical terms, drilling workbook exercises, and diagramming sentences are ineffective classroom practices. What can teachers do to help their students gain mastery of standard written English? In this half-credit course, students explore both the theory and practice of contextual grammar instruction. Students also hone their own grammatical knowledge, applying their new knowledge of both content and pedagogy through in-class micro-teachings. Offered annually in the second half of the spring semester.

246 English Language Learners: Issues in Education

This course focuses on issues surrounding first and second language acquisition in children and adults. It examines socio-cultural, linguistic, and psychological factors that affect language learning, cultural identity, and school performance, highlighting political influences on the education of linguistic minorities. This is a theory and foundations course required for students seeking MN teaching licensure in ESL; it is also relevant for students who wish to teach English as a foreign language abroad. Required 20-hour field experience. Offered annually in the fall semester.

260 Foundations in Education

This introductory course addresses the educational experience in the United States with specific focus on the experience of non-dominant groups within the U.S. Students examine the philosophy, history, politics, and sociology of the U.S. educational system. Topics are addressed through a central text as well as current literature and supplementary readings, highlighting the interaction of schools and communities. Students gain practical experience in an educational setting through a required field experience. In a final project, students develop and express their own philosophy of education based on their particular area of interest. Required 20-hour field experience. Offered every year.

290 Educational Psychology

Students study theories of and research into human behavior, growth, and development. Through lectures, discussions, case studies and field experiences, students analyze the impact of applied psychology upon schools, teachers, and students. Students also examine the interaction between individual characteristics and needs and political, economic and philosophical issues confronting contemporary American students. Required 20-hour field experience. Recommended to be taken sophomore year to begin the licensure sequence. Offered each semester.

291 Standards and Technology (0 Credit)

In this course students learn how to integrate technology into classroom instruction. This course meets for three evening sessions in a computer laboratory setting. Students are required to take this course concurrently with EDUC 330. Offered each semester.

294 Internship

298 Independent Study

321 Teaching of Reading, 5-12 (0.5)

This course provides a theoretical and practical foundation for assisting secondary readers. Students learn the essentials of good reading instruction and apply them in the making of a three-week literature unit. Required 10-hour field experience. Prerequisites: EDUC 290 and EDUC 330, or permission of instructor. Offered annually in the spring semester.

330 Principles of Education, K-12

This course is designed to assist students in developing their own teacher style as they prepare to become full-time teachers. Topics include the roles and responsibilities of teachers, methods of instruction, planning, classroom management, assessment and reporting and other current educational issues. Through micro-teaching and school-based field experiences, they also practice instructional skills and techniques. Required 20-hour field experience. Prerequisite: EDUC 290 and approval of teacher education application. Offered each semester.

334 Social Studies Perspectives

This course examines basic assumptions about social science, primal thought, feminism, humanities, history, post-modernism, and thematic social studies. Students pursue methodologies of structuring knowledge and means of advancing knowledge in each discipline. Students learn how to relate their social studies subject matter to the total social studies curriculum. Offered annually in the spring semester.

341 Teaching of Visual Art, K-12

This course provides practical information specifically relevant to the field of visual arts and art education. Students learn basic concepts about child growth, developmental stages, learning styles, and varied classroom approaches. They participate in classroom observations and practical applications of classroom activities, prepare units of instruction, and microteach. Topics include arts advocacy, interdisciplinary instruction, assessment, and teaching art history. Required field experience component. Prerequisite: EDUC 330. Offered in the spring semester.

342 Teaching of Dance, K-12

This course provides basic professional knowledge and skills needed for successful entry into the field of dance education. Through readings, class discussions, and active participation in teaching situations (including microteaching), students become familiar with the theory and the practice of teaching dance K-12. Students learn about issues faced by the profession and how to manage a dance production program. Required field experience component. Prerequisite: EDUC 330. Offered periodically in the spring semester.

345 Teaching of Communication Arts/Literature, 5-12

This course prepares pre-service communication arts/literature teachers to share their love of the English language with secondary students. Attention is given to the theory and techniques of teaching speech, listening, media literacy, writing, literature and reading. In addition, students explore topics including multicultural literature, adolescent literature, responding to and evaluating writing, unit planning in the language arts, and the National Council of Teachers of English Standards. Required field experience component. Prerequisite: EDUC 330. Offered annually in the spring semester.

347 Teaching ESL, K-12

The course includes strategies and materials for teaching English to speakers of other languages. Students learn strategies that focus on the development of listening, speaking, reading, and writing skills in English language learners. Students review materials appropriate for non-native English speakers and create their own materials and lesson plans. Fulfills EDUC 382: Human Relations requirement. Required field experience component. Prerequisites: EDUC 246 and EDUC 330 or EDUC 260. Offered annually during Interim.

348 Assessment of ESL, K-12

This course provides students with theoretical and practical knowledge about assessing the language proficiency of English Language Learners. Students learn how to construct and administer appropriate and non-discriminatory assessment and evaluation tools. Students administer several assessments and write a formal report. Required field experience component. Prerequisite: EDUC 330. Offered annually in the spring semester.

349 Teaching of Latin, K-12

This course introduces students to teaching Latin in grades K-12. Theories, methods, issues, and trends are examined. Other topics include curriculum development and textbook, computer and audio visual resources. Offered upon demand. Arranged with Classics and Education chairs and the Latin instructor. Required field experience component. Prerequisite: EDUC 330. Offered periodically in the spring semester.

350 Teaching of Mathematics, 5-12

Students act as a "community of scholars" to examine current issues and trends in mathematics education. They learn strategies for engaging pupils in active mathematical investigation, using appropriate technology and other mathematical tools and for emphasizing communication, problem solving, reasoning and mathematical connections in their teaching. Includes reliance on the National Council of Teachers of Mathematics Standards documents. Required field experience component. Prerequisite: EDUC 330. Offered annually in the spring semester.

353 Teaching of World Languages, K-12

This course provides the basic professional knowledge and skills needed for successful entry into the field of modern language teaching. Through readings, class discussions, and active participation in teaching situations, students become familiar with both the theory and the practice of language teaching and are introduced to the issues faced by the profession at large in the beginning of the 21st century. Required field experience component. Prerequisite: EDUC 330. Offered annually in the fall semester.

355 Teaching of Music in the Elementary School

The goal of the course is to acquire the knowledge, skills, and understandings necessary to develop, implement and assess a K-5 general music program. The course emphasizes current approaches such as those of Orff, Dalcroze and Kodaly as well as intercultural and interdisciplinary learning. Required field experience component. Prerequisite: EDUC 330. Offered annually in the spring semester.

356 Teaching of Music in the Middle and High School (0.5)

The goal of the course is to acquire the knowledge, skills, and understandings necessary to develop, implement and assess a general music program for grades 5-12. Required field experience component. Prerequisite: EDUC 330 and EDUC 355. Offered annually in the first half of the fall semester.

358 Teaching of Vocal Music in the Secondary School (0.5)

This course focuses on the many aspects involved in coordinating and teaching a secondary choral program. It includes discussions on extra-curricular activities, grading and record keeping, curriculum, repertoire and program planning, professional development, and other pertinent and related topics. Students gain practical knowledge and skills necessary to successfully manage a vocal music program. Prerequisite: EDUC 330. Offered annually in the fall semester.

359 Teaching of Instrumental Music (0.5)

Prospective band and orchestra teachers study the skills and knowledge necessary for successfully conducting instrumental music. The course includes teaching philosophy and strategies, repertoire and program planning, budgeting and scheduling, musical materials and scoring, recruiting and evaluation and specialized topics such as jazz ensemble and marching band. Prerequisite: EDUC 330. Offered annually in the fall semester.

364 Teaching of Science, 5-12

Prospective science teachers learn strategies for the practical application of learning theory to secondary school science classrooms. Topics include: the national science standards movement and No Child Left Behind; inquiry learning in the science classroom; lesson planning; teaching in the classroom and in the laboratory; technology: managing a science laboratory: and continuing professional development. Required field experience component. Prerequisite: EDUC 330. Offered annually in the spring semester.

365 Teaching of Social Studies, 5-12

Students acquire the skills, knowledge and attitudes to become successful teachers in secondary social studies classroom. They use the curriculum standards of the National Council for Social Studies and those identified by the State of Minnesota to develop goals, outcomes, and assessments for the various content areas. Students acquire the knowledge, skills, and understandings necessary to address appropriate skills development in 5-12 social studies classrooms. Required field experience component. Prerequisite: EDUC 330. Offered annually in the spring semester.

367 Teaching of Theater, K-12

This course provides basic professional knowledge and skills needed for successful entry into the field of theatre education. Through readings, class discussions, and active participation in teaching situations (including microteaching), students become familiar with the theory and practice of teaching theatre K-12. Students learn about issues faced by the profession and how to manage a theatre production program. Required field experience component. Prerequisite: EDUC 330. Offered periodically in the spring semester.

372 Counseling and Communication in Schools (0.5)

Prospective teachers learn strategies to use when communicating with students who are experiencing personal difficulties. Communication with parents, family members and other professionals who have a vested interest in the student's well-being is emphasized. Professional ethics and liability are major components of the course. The course uses role playing to help students develop communication expertise. Topics include confidentiality, professional liability and boundaries, crisis intervention, abuse and neglect, mental health, and reporting and making referrals. Recommended junior year. Prerequisite: EDUC 260, EDUC 290, or permission of instructor. Offered each semester.

374 Reading in the Content Area (0.5)

This course focuses on evidence-based best practices in reading instruction that can be used across the curriculum by secondary teachers. Students acquire the necessary knowledge, skills, and strategies to teach reading in the teaching candidate's content area(s). Ten hours of field experience required. Prerequisite: EDUC 330 or permission of the instructor. Offered each semester.

375 Differentiated Instruction for Exceptional Learners (0.5)

Future teachers identify and acquire skills to serve exceptional students more effectively in the regular classroom. Students read and discuss to expand their knowledge of the broad spectrum of resources available for students with disabilities, second language learners, and those labeled "at-risk." Historical perspectives as well as inclusion, collaboration, curriculum development, and other current topics are included. Prerequisite: EDUC 290 or permission of instructor. Offered each semester.

378 Multicultural Education in Hawaii: Seminar and Practicum (off-campus)

Students examine the influence of race, class and multiculturalism in American schools by participating as teachers' assistants and tutors in two distinctly different K-12 schools. Students discover the challenges and benefits associated with teaching in a diverse racial, cultural and socio-economic environments. Through guest lectures, readings, field trips and seminars, students learn about the truly unique geographic and cultural setting of the Hawaiian islands. This environment makes an excellent framework to examine diversity on the mainland. Fulfills EDUC 382: Human Relations requirement. Prerequisite: EDUC 260 or EDUC 330, or permission of instructor. Offered alternate Interims. Counts towards race and ethnic studies and American studies majors and race and ethnic studies concentration.

379 Urban Education Practicum and Seminar (off-campus: MPLS/St. P)

This program provides an opportunity for students to gain direct teaching experience by serving as an intern/paraprofessional for a teacher in a Minneapolis/St. Paul public school. The Interim will heighten students' sensitivities to the complexities of multicultural, urban education and provide exposure to models used to foster educational and personal success in diverse student populations. On/off-campus orientation will be followed by four weeks of full-time work in a classroom with a host teacher and participation in weekly seminars with the college instructor. Reading assignments, journals, and guest speakers will complement the experience. Fulfills EDUC 382 : Human Relations requirement. Prerequisites: EDUC 260 and EDUC 290 or EDUC 330 or permission of instructor. Apply through Education Department by Oct. 15. Offered during Interim. Counts toward race and ethnic studies major and concentration and American studies major.

381 Senior Seminar (0.5)

Offered concurrently with student teaching, this course meets during and after student teaching. It focuses on professional development, including personal philosophies of teaching/education, professional ethics, and portfolio development. Seminar sessions also address specific issues pertaining to the student teacher experience including classroom management, differentiated instruction, assessment, and planning. Student teachers only. Offered each semester.

382 Human Relations (0)

All candidates must have a multicultural field experience to help develop their competence in teaching in multicultural environments. A minimum of 80 hours of field experience in a multicultural school environment (an Interim or its equivalent) is required prior to student teaching. All field experiences must be pre-approved. Below is a summary of options: EDUC 170: Urban Schools and Communities; EDUC 347: Teaching English as a Second Language; EDUC 378: Multicultural Education in Hawaii; EDUC 379: Urban Education Seminar and Practicum; or pre-approved internships in multicultural schools with special cognitive component. See Education Department faculty and web site for advice and information. EDUC 382 is not a course. Rather it is a recording mechanism indicating St. Olaf students who have completed their multicultural education requirement. Students register for EDUC 382 during their professional semester. Offered each semester.

385 Issues in Education (0.5)

In this reflective capstone course, teacher candidates reflect upon the influences that technology, cultural diversity, personal health, and chemical abuse have upon schooling, home life, community stability, and, ultimately, their own students' achievement. Student teachers examine school governance and administration, finance, contemporary issues, and employment preparation. Students build upon student teaching to determine the essential knowledge and skills of educators as change agents and their future roles as first-year teachers. Student teachers only. Offered each semester.

389 Student Teaching (3.0)

Students are assigned to a full-time internship in schools under the guidance of a competent cooperating teacher and supervised by faculty from both the content area department and the Education Department. Student teaching provides the best possible introduction to the teaching experience. Student teachers practice all classroom teaching skills required to assure competency to begin their first year of teaching. Minimum of 14 full-time weeks teaching, including orientation sessions and required seminars. Student teachers only -- seniors or college graduates. Offered each semester.

390 Student Teaching for Dual Licensure: Subject Area

Student teaching provides the best possible introduction to the teaching experience. Student teachers practice all classroom teaching skills required to assure competency to begin their first year of teaching. Students are assigned to a full-time internship in schools under the guidance of a competent cooperating teacher and supervised by faculty from both the content area department and the Education Department. Includes orientation sessions, full-time teaching, and required seminars. Only student teachers can enroll: seniors or college graduates seeking dual licensure. Offered each semester.

391 Student Teaching: Additional License

Students teaching provides the best possible introduction to the teaching experience. Student teachers practice all classroom teaching skills required to assure competency to begin their first year of teaching. Students are assigned to a full-time internship in schools under the guidance of a competent cooperating teacher and supervised by faculty from both the content area department and the Education Department. Minimum of 6-10 full-time weeks teaching. Only student teachers can enroll: seniors or college graduates seeking an additional license. Offered each semester and Interim. Cannot be taken concurrently with EDUC 389 or EDUC 390. Prerequisite: completion of EDUC 389 or EDUC 390 or equivalent.

394 Internship

396 Directed Undergraduate Research: "Topic Description"

This course provides a comprehensive research opportunity, including an introduction to relevant background material, technical instruction, identification of a meaningful project, and data collection. The topic is determined by the faculty member in charge of the course and may relate to his/her research interests. Prerequisite: Determined by individual instructor. Offered based on department decision. May be offered as a 1.00 credit course or .50 credit course.

398 Independent Research