Faculty and Staff

Teri J. Langlie, chair
Tyler J. Carlson
Kristen M. Ford
Cassandra L. Glynn
Loralee Meier, Assessment and Field Placement Coordinator
Stephanie Nelson, Office Manager
Darrell W. Stolle
Sara B. Vinje
Anne B. Walker

Interdisciplinary teaching programs are overseen by committees of faculty representing each of the departments involved:

Communication Arts/Literature Teaching Programs

Teri J. Langlie, committee chair
Aileen L.S. Buslig

Science Teaching Programs

Darrell W. Stolle, committee chair
Pamela S. Mork
Krys Strand

Social Studies Teaching Programs

Teri J. Langlie, committee chair
Mona M. Ibrahim
Ronald G. Twedt

The commitment of the department of education is to inspire passionate and professional educators who are called to teach and dedicated to influencing the affairs of the world by providing inclusive and exceptional education to students in kindergarten through twelfth grade.  In working to become a professional educator, students will develop knowledge and skills in the areas of child/adolescent learning and development, pedagogical content knowledge, classroom management, and classroom ecology all within the context of a high quality liberal arts education. The teacher education program is guided by firm commitment to the idea of service to others, and provides many opportunities for students to serve children and adolescents while simultaneously developing and fine-tuning teaching skills during clinical field experiences which occur during each phase of the program. More specifically, the education department provides learning experiences that prepare students to achieve the following learning outcomes:

• understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students
• understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social and personal development
• understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities
• understand and use a variety of instructional strategies to encourage student development of critical thinking, problem-solving, and performance skills
• use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation
• use knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom
• be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals
• understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student
• be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community and actively seeks out opportunities for professional growth
• be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being

Teacher Licensure in Minnesota

The Teacher Education Program at Concordia College maintains approval through the Minnesota Professional Educator Licensing and Standards Board (PELSB). Each major or add-on endorsement in education prepares students to meet the PELSB requirements for a Tier 3 license in a particular area of licensure. Each program of study includes coursework, field experiences, completion of the edTPA (state-required performance assessment), and selected other requirements. In addition, students must also demonstrate dispositions established by the department.  Upon completion of requirements for licensure, a student may begin the application process for a Tier 3 license, and as part of that application, the Department of Education will complete a section verifying completion of an approved teacher preparation program.

Teacher Licensure in Other States

Requirements for licensure in states other than Minnesota may vary from state to state. Students interested in teacher licensure in other states should contact the Career Center, visit Concordia’s department of education website, or talk with the chair of the department of education.

Technology Requirements in Teacher Education

In December 2016, the U.S. Department of Education made this statement with regard to professional educators:

“Our students deserve to have teachers, including novice teachers, who are fully prepared to meet their needs. In today’s technology rich world, that means educators need to be prepared to meaningfully incorporate technology into their practice immediately upon entering the classroom. Our nation’s motivated and committed pre-service teachers deserve to be trained by faculty using technology in transformative ways that thoughtfully support and measure learning gains.” (USDOE Advancing Educational Technology in Teacher Preparation: Policy Brief)

To address this imperative, students in the teacher education program will find that a personal computer and smartphone are useful, not only in completing course requirements but also in learning how to use them effectively in their teaching practice. 

Clinical Field Experiences

One of the distinguishing features of the teacher education program is the close relationship the department has with area schools. Our students are welcomed into classrooms in both public and private schools throughout the Fargo-Moorhead area, and have multiple opportunities to practice the knowledge and skills being taught in their classes in a developmentally appropriate and supportive environment. These opportunities are embedded within several of your courses during each semester of your program of study and are explained below.

Clinical Experiences in Teacher Education

Students in teacher education have at least four field experiences during their undergraduate preparation at Concordia College. The focus of each experience varies from observing and assisting to planning and teaching. Due to changing requirements established by the Minnesota Professional Educator Licensing and Standards Board (PELSB), clinical hours are subject to occasional change.

Note:

• To enroll in EDUC 212 American Education in a Diverse World, students must have a GPA of at least 2.00. All other education courses (with the exception of EDUC 330 Comparative Education: A Policy Perspective) require students to have a cumulative GPA of at least 2.75. Students not meeting GPA requirements may appeal to the department's Student Review Committee.  
• Students are required to purchase professional liability insurance for each academic year when clinical experiences take place. (Approximately $38/year)
• Students are required to complete (and pass) criminal background checks before spending any time in clinicals. The initial background check will be paid for by Concordia College. (Some districts will require additional, more thorough background checks. If necessary, those costs will be covered by the student.)

All Education Majors

• EDUC 212 American Education in a Diverse World (Offered both semesters. Usually taken sophomore or junior year.)

Each student is assigned to a teacher in an area school for a 35-hour clinical experience. The primary purpose of this clinical is to introduce students to to the actual practices of a classroom teacher. Additionally, it is the goal of this course to place each student in an environment offering diversity in the areas of race, ethnicity, home language, socioeconomic status, and a range of exceptionalities. The majority of students are placed in ELL (English Language Learners) classrooms. In addition to competent performance on the course itself (B- or better), the student must successfully complete this early field experience to be admitted into the education program. Students are required to purchase Student Learning and Licensure software for EDUC 212 American Education in a Diverse World which will also be used for all other education courses and clinical experiences. 

It is strongly recommended that students enroll in EDUC 212 American Education in a Diverse World and PSYC 212 Educational Psychology during the same semester.

Elementary Education Majors

Course List

Code	Title	Hours
EDUC 332	Teaching in the K-6 Classroom	2
EDUC 333	Communication Arts in the K-6/Middle Classroom	4
EDUC 334	Mathematics in the K-6/Middle Classroom	4
EDUC 336	Social Studies in the K-6/Middle Classroom	4
EDUC 337	Science in the K-3 Classroom	2
EDUC 338	Science in the 4-8 Classroom (Offered both semesters. Usually taken during junior or senior year.)	1

Note: These courses comprise the entire semester and students are generally not permitted to enroll in additional courses, with the exception of music ensembles.

This is an intensive combination of mathematics, science, social studies, and communication arts methods instruction that also includes an advanced course on lesson planning techniques. The elementary methods sequence of courses also requires a significant clinical experience. During this clinical experience, each elementary methods student is assigned to a classroom for a four-week period of time during which they are responsible to plan and teach one lesson per day. The purpose of this experience is practical application of the theories presented to them in their methods courses. The students remain with the teachers all day, during which time they are able to further develop their classroom management skills and knowledge base of students and schools in general.

EDUC 318 Foundations of Literacy (Offered spring semester. Usually taken during sophomore or junior year.)

This is required of all elementary education majors to study and learn the foundations of literacy processes, how literacy is developed in children, and recognize the use of assessment to understand typical and struggling readers.  This course includes a 15-hour early literacy clinical experience in a preK-3rd grade classroom with a requirement to tutor emergent readers. 

EDUC 359 Kindergarten Education (Offered spring semester. Usually taken during sophomore or junior year.)

This is required of all elementary education majors and includes a 15-hour kindergarten clinical experience. Students are assigned to an area kindergarten classroom where they lead activities or games, help with projects, and observe students in this age group.  It is also hoped that students will lead a small group literacy lesson and a small group math lesson. The purpose of the clinical is to develop a greater understanding of the physical, emotional, and social development of the 5- and 6-year-old child.

Secondary/K-12 Education Majors

EDUC 221 Teaching in the Middle School (Offered both semesters, required for secondary and K-12 education majors, and for elementary education majors seeking middle level endorsement. Usually taken sophomore or junior year.) This course requires a 15-hour clinical experience. Each student is assigned to a teacher at an area middle school (grades 6-8) in the student’s major or endorsement content area. Students assist the classroom teacher, work with small groups of students, and learn about the “middle school concept” and interdisciplinary teams at the middle school.

Note:  These courses are designed to be taken concurrently, during the junior or senior year:

• EDUC 352 Technology, Instruction & Ecology of the Secondary Classroom (Offered both semesters.)
• Secondary Content (Special) Methods (see courses and semester offered listed below)
• EDUC 420 Knowledge, Literacy and Inquiry (Offered both semesters)

K-12 Licensure Programs

Art Education Majors (K-12)

• EDUC 371 Methods of Teaching in Art: Elementary and Secondary (Fall semester/every other year or as needed)

Music Education Majors (K-12)

• EDUC 211 Methods of Teaching General Music (Spring semester only)
• EDUC 392 Methods of Teaching Instrumental Music (Fall semester only)

Physical Education Majors (K-12)

• EDUC 321 Methods of Teaching in PE (Every other year)

World Language Education Majors (K-12)

• EDUC 362 Secondary Methods of Teaching in World Languages (Every other Fall semester only)
• EDUC 363 FLES Methods of Teaching (Spring semester only)

5-12 Licensure Programs

English/Comm Arts Education Majors (5-12)

• EDUC 376 Methods of Teaching in English (Spring semester only)
• EDUC 394 Methods of Teaching in Communication Studies (Spring semester only)

Health Education Majors (5-12)

• EDUC 386 Health Methods of Teaching (Every other year)

Mathematics Education Majors (5-12)

• EDUC 384 Methods of Teaching in Mathematics (Spring semester only)

Social Studies Education Majors (5-12)

• EDUC 379 Methods of Teaching in Social Studies (Fall semester/every other year or as needed)

9-12 Licensure Program

Science Education Majors (9-12)

• EDUC 372 Methods of Teaching in Science (Fall semester/every other year or as needed)

During this clinical experience, the students spend 50 hours with a teacher in their content area. Clinical students will observe, tutor, and assist with classroom projects, as well as plan and teach lessons under the guidance of the classroom teacher.

Student Teaching: All Education Majors

This capstone experience of our program is a 12-week, full-day experience that is completed during the senior year (fall or spring semester). During this assignment, students gradually assume responsibility for planning, instruction, and classroom management. Goals of this experience include practicing teaching methods, planning instruction, evaluating pupils’ work, and participating in the daily professional activities of the teacher. The student is required to take full responsibility for the classroom for a minimum of ten consecutive days.

Some Specific Information About Student Teaching

• Student teaching is at least a 12-week assignment. Placements for student teaching are generally made within the Fargo-Moorhead area but may be made outside the Fargo-Moorhead area if necessary. (Students who wish to pursue student teaching out-of-area are encouraged to speak to the field experience coordinator one year in advance of their student teaching semester.)
• Placements are made by the field experience coordinator and are dependent upon availability of sites.
• Students seeking dual licensure (e.g. Health and PE) or a middle-level endorsement will be required to student teach 14 weeks.
• All students must be supervised by Concordia College faculty or adjunct faculty during their student teaching experience.
• Students are responsible for their own transportation and living expenses, tuition and honoraria for the classroom teacher(s).
• The student teaching experience is evaluated by the student, the classroom teacher and the college supervisor. Student teachers are evaluated by the criteria published in the Student Teaching Handbook (available during EDUC 399 Orientation to Student Teaching).
• The college supervisor is ultimately responsible for assigning the grade for student teaching. Additional policies regarding student teaching are also identified in the Student Teaching Handbook.

• At the end of student teaching, you will complete the edTPA, a requirement of the state of Minnesota.  

  • The edTPA is a subject-specific portfolio assessment that demonstrates your readiness for teaching. It is scored by Pearson Evaluation Systems.  The cost of this assessment is $300.

  • ​The edTPA is comprised of three tasks:  the planning task, the instructing and engaging task, and the assessment task.  You will collect artifacts of student work and video recordings of actual lessons to include in the assessment.  The amount of time required to complete the edTPA is extensive.​

For approval to student teach, students must:

1. Be admitted to the teacher education program;
2. Have current professional liability insurance;
3. Retain at least 2.75 cumulative GPA and a 2.75 GPA in the majors/add-on endorsement in which they wish to teach. The elementary education major GPA will be computed on the courses with an education prefix (EDUC) that are required in the elementary education program. The major GPA in secondary/K-12 programs consists of the subject-area courses listed in the catalog for the teaching major and the relevant methods of teaching course(s);
4. Have no grades of F or I in education or other methods of teaching courses;
5. Successfully complete sophomore- and junior-level clinical experiences with positive recommendations from college and classroom supervisors;
6. Be approved by each department in which they have a teaching major;
7. Achieve senior status;
8. Successfully complete EDUC 399 Orientation to Student Teaching; and
9. Pass all departmental proficiency and/or participation requirements.

Students must be enrolled in EDUC 399 Orientation to Student Teaching the semester before they plan to student teach. While students are enrolled in EDUC 399 Orientation to Student Teaching, the field placement coordinator conducts the departmental approval for each prospective student and informs the students of the decision to admit or not admit them for student teaching.

Student teaching is at least a 12-week assignment. Placements for student teaching are generally made within the Fargo-Moorhead area but qualified candidates (students with a 3.0 GPA and recommendations from the methods faculty) may be allowed to student teach outside the Fargo-Moorhead area.  Students are not allowed to student teach in a school they attended. All assignments are made by the department of education's field placement coordinator and are dependent upon availability of sites. See the field placement coordinator for additional information about alternative student teaching placements, including global student teaching.

Students may teach in no more than two levels or two subjects during one student teaching assignment. All students must be supervised by Concordia College faculty or adjunct faculty during their student teaching experience. Students may complete additional student teaching experiences at another grade level, in another subject area, at a site providing a different cultural experience, or at an alternative education facility. Students are responsible for their own transportation and living expenses, tuition and honoraria for the classroom teacher(s).

The student teaching experience is evaluated by the student, the classroom teacher and the college supervisor. Student teachers are evaluated by the criteria published in “Concordia College Student Teaching Handbook: A Resource for Student Teaching.” The college supervisor is ultimately responsible for assigning the grade for student teaching. Additional policies regarding student teaching are also identified in the student teaching handbook.

Completion of Concordia's Teacher Preparation Program

Verification of completion of Concordia's Teacher Preparation Program requires the following:

1. Meet all criteria for admission to and retention in the teacher education program;
2. Successfully complete appropriate clinical and student teaching experiences.
   1. Elementary education students must have field experiences at both primary and middle school grade levels.
   2. Secondary education students must have field experiences at both middle school and senior high levels,
   3. K-12 students must have field experiences at the elementary, middle school and secondary levels.
   4. Secondary education students must student teach in each content area in which they wish to be licensed;
3. Satisfactory completion of edTPA;
4. Successfully complete all courses in their teaching major;
5. Attain an overall GPA of at least 2.75 and major/add-on endorsement GPA of at least 2.75

Programs Offered

Majors

Minors

The following licensure areas require a double major, meaning students will earn a major in K-12/Secondary Education (35 to 39 credits) and a major within the content area in which one will teach:

• Majors in Biology and Education (44 credits in biology plus 35 credits in education)
• Majors in Chemistry and Education (46 credits in chemistry plus 35 credits in education)
• Majors in Chinese and Education (32 credits in Chinese plus 39 credits in education)
• Majors in French and Education (32 credits in French plus 39 credits in education)
• Majors in German and Education (32 credits in German plus 39 credits in education)
• Majors in Mathematics and Education (42 credits in Math plus 35 credits in education)
• Majors in Physics and Education (56 credits in Physics plus 35 credits in education)
• Majors in Spanish and Education (32 credits in Spanish above SPAN 311 plus 39 credits in education)

For more information, refer to the course descriptions for these programs in the specific department pages of the catalog.

Graduate Programs

The department of education also offers the following graduate programs:

• Master of Education in World Language Instruction
• Master of Education with a concentration in Teaching and Learning
• Master of Education with a concentration in Health and Physical Education
• Graduate Certificate in [Language]*

*[Language] will be changed to indicate the specific language in which the certificate is received (i.e. Spanish).

Honors Program

All students majoring in elementary education or obtaining licensure in secondary/K-12 education are eligible for the Honors Program in the Department of Education. This program is designed for highly-qualified teacher education students who wish to further their knowledge of the teaching and learning process through research.

Students accepted into the Honors Program will, under the supervision of a Department of Education faculty member, design and conduct a research project in a school setting. This project may be done in conjunction with the student teaching experience. Students in the Honors Program will write a formal paper, describing the research project and its implications for educators. Students will showcase their research and give a poster presentation at the COSS event in the student's final year. The paper will be stored in the departmental archives. Students successfully completing honors projects will receive recognition and be given an Honors cord to wear at graduation. 

In order to apply for the departmental Honors Program, interested students must:

1. have completed all 300-level Education Methods coursework,

2. possess a minimum overall GPA of 3.5,

3. possess a GPA of 3.8 or higher in their major, and

4. be recommended for honors work by a faculty member from the Department of Education.

The application for the Honors Program should contain a description of the proposed research project, a tentative timeline for completion of the project, and must contain the name and signature of the faculty member supervising the project. This application should be submitted to the chair of the Department of Education no later than April 15 of the student’s junior year. Decisions regarding acceptance into the Honors Program will be made by May 1.

Students accepted into the Honors Program will be eligible for one course of EDUC 480 Independent Study. The instructor for this course will be the faculty supervisor for the student’s project. This course may be taken in the summer before the senior year or may be taken as part of the normal class load during the senior year. (Enrolling in the summer will necessitate paying the normal summer school tuition for one course.)

We also encourage senior students with a GPA of 3.5 or higher to apply for membership in Pi Lambda Theta, an international honor society and professional association in education.

For further information regarding the application procedures and possible projects, make an appointment with a faculty member in the Department of Education.

Teacher Education Program Admission and Retention Policies

Policies for admission to the teacher education program, retention in the program, admission to student teaching, and criteria for teaching licensure are described in this section. The Teacher Education Appeal Board serves as the appeal board for any adverse action in the admission and retention of students in the teacher education programs. Students must make a request in writing to the chair of the department of education for a hearing before the Teacher Education Appeal Board.

For admission to the teacher education program, students must:

1. Possess a GPA of 2.75. 
2. Complete EDUC 212 American Education in a Diverse World with a grade of B- or higher or transfer an equivalent course; students are required to purchase Student Learning and Licensure software during this course. Students who transfer an equivalent course to Concordia's teacher education program must also have a B- in the equivalent course, and may be required to do additional field experience work equivalent to what is described in #3 below.
3. Complete a clinical experience, receiving a favorable teacher evaluation, as part of EDUC 212 American Education in a Diverse World or provide evidence of completing a clinical experience under the supervision of another higher education institution. Students are required to have professional liability insurance and pass a background check in order to be placed in a clinical field experience;
4. Complete and submit an admission application to the teacher education program within Student Learning and Licensure. The application includes an essay component that must meet the criteria listed in the writing and content guidelines of the department of education;
5. Declare an education major; and
6. Receive favorable recommendation from the EDUC 212 American Education in a Diverse World instructor. The criteria include:
   1. Oral and written communication skills;
   2. Knowledge of teaching as a discipline;
   3. Interest in and attitude toward the teaching profession; and
   4. Responsibility, to include attendance, punctuality, due dates met, and other dispositions.

If students transfer credit for EDUC 212 American Education in a Diverse World, they may be recommended by a faculty member in the department of education.

Students submit application materials within Student Learning and Licensure, which will be reviewed by the instructor of EDUC 212 American Education in a Diverse World and recommended to the department chair. Students who are not admitted may not register for additional education courses without approval of the Department of Education Student Review Committee (SRC). Students who are not admitted to the teacher education program will be advised to seek academic assistance.

Expectations for Students Admitted to the Program

Students must maintain a 2.75 GPA while in the Teacher Education program.  Students whose GPA falls below 2.75 will be referred to the Student Review Committee.

Students in the Teacher Education Program are expected to demonstrate the following;

1. Professional Conduct and Ethical Behavior
2. Scholastic Achievement

Student Review Committee & Procedures for Addressing Scholastic or Behavior Concerns

The Student Review Committee’s purpose is to support and monitor students who are not meeting one or more requirements of admission or retention in the Teacher Education program. The committee is comprised of Department of Education faculty members whose role it is to mentor and guide students to successful completion of the Teacher Education program, or in some cases, to help guide students to alternative careers than teaching.

Student progress is monitored by the department's SRC following the end of each semester and as referrals are made throughout the semester. Confirmation of the required GPA and admission to the program is conducted by the SRC. Student progress in writing and speaking skills, professional knowledge both in course assignments and in clinical settings is assessed by faculty. Recommendation of appropriate assistance will be offered to students who have not attained sufficient levels of achievement by faculty and when appropriate, by the SRC.

Teacher Education Appeals Board & Process for Appealing Departmental Decisions

The Teacher Education Appeal Board serves as the appeal board for any adverse action in the admission and retention of students in the teacher education programs, including decisions rendered by the Department of Education Chairperson, the Student Review Committee or the Department of Education.

To appeal a decision by a faculty member, the Department of Education Chairperson, the Student Review Committee, or the Department, candidates must make a request in writing to the Chairperson of the Department of Education for review by the Teacher Education Appeal and Review Board. The purpose of the Appeals Board is to determine whether or not principles of ‘due process’ were followed in reaching the conclusion being appealed, not to change or overturn the decision. For more information, please refer to the Department of Education Student Handbook that will be distributed with each education course. 

Add-on Endorsement Options for Education Majors

K-8 World Language and Culture Endorsement License

Students majoring in elementary education have the option of completing an add-on endorsement in one of three world languages. Each add-on endorsement program prepares students to be recommended for licensure in that world language in grades K-8. Each add-on endorsement requires a separate application for licensure. All students must attain the intermediate-high level of oral proficiency.

World Languages – French requires 26 to 28 credits:

Course List

Code	Title	Hours
FREN 211	Intercultural Connections in French I	4
FREN 212	Intercultural Connections in French II	4
FREN 250	Pre-May Seminar: Francophone World	2-4
or FREN 255	Pre-Study Abroad: France
FREN 311	Intensive Oral and Written Communication	4
FREN 331	French Culture and Civilization	4
FREN 340	French Phonetics and Other Linguistics Issues	2
EDUC 221	Teaching in the Middle School	2
EDUC 363	FLES Methods of Teaching	4
Total Hours		26-28

World Languages – German requires 26 credits:

Course List

Code	Title	Hours
GER 211	Intercultural Connections in German I	4
GER 212	Intercultural Connections in German II	4
GER 311	Advanced Composition and Style	4
GER 320	German Cultural History in Overview	4
GER 330	Introduction to German Literature and Film	4
EDUC 221	Teaching in the Middle School	2
EDUC 363	FLES Methods of Teaching	4
Total Hours		26

World Languages – Spanish requires 26 credits:

Course List

Code	Title	Hours
Prerequisite
SPAN 211	Intercultural Connections in Spanish I (or placement at a higher level) 1	4
Required Courses
SPAN 212	Intercultural Connections in Spanish II	4
SPAN 311	Spanish Composition & Grammar	4
SPAN 312	Conversation and Film in the Hispanic World	4
SPAN 343	The Culture of Spain	4
or SPAN 344	Latin American Historical and Cultural Perspectives
EDUC 221	Teaching in the Middle School	2
EDUC 363	FLES Methods of Teaching	4
Total Hours		26

¹

Students who place at 212 or the 300 level may complete the endorsement in fewer than 26 credits.

Middle Level Endorsement in Core Content Areas

Education majors who complete an endorsement in one of the core content areas (math, communication arts and literature, social studies and science) are eligible to be recommended for licensure in that content area. MN Professional Educator Licensing and Standards Board (PELSB) requires that students seeking endorsement for core content areas complete a 14-week student teaching experience with two of the weeks assigned to a classroom within the scope and content of the endorsement being sought. Students may complete multiple endorsements.

Communication Arts/Literature 5-8 Endorsement requires 32 credits:

Course List

Code	Title	Hours
COM 110	Communicating to Engage	4
COM 207	Oral Interpretation	4
ENG 150	Literature, Self, and Society	4
or ENG 160	Global Literature and Human Experience
ENG 227	Foundations in Creative Writing	4
or ENG 315	English Language, Historical and Analytical
Select one of the following:		4
ENG 365	Writing of Women
ENG 401	Shakespeare and the English Renaissance
ENG 410	Individual Author
ENG 441	Theory and Practice of Criticism
EDUC 221	Teaching in the Middle School	2
EDUC 376	Methods of Teaching in English	4
EDUC 420	Knowledge, Literacy and Inquiry	2
EDUC 489	Student Teaching: Middle Level	4
Total Hours		32

Mathematics 5-8 Endorsement requires 32 credits:

Course List

Code	Title	Hours
MATH 102	Fundamental Concepts of Modern Mathematics	4
MATH 121	Calculus I	4
MATH 207	Discrete Mathematics	4
MATH 215	Introduction to Probability and Statistics	2
MATH 220	Introduction to Geometry Concepts	2
4 additional credits from mathematics or computer science		4
EDUC 221	Teaching in the Middle School	2
EDUC 384	Methods of Teaching in Mathematics	4
EDUC 420	Knowledge, Literacy and Inquiry	2
EDUC 489	Student Teaching: Middle Level	4
Total Hours		32

Science 5-8 Endorsement requires 36 credits.  Note: This endorsement is only for Elementary majors wishing to add a ML Science Endorsement.  It is different than the General Science Endorsement which is meant only for Secondary Science majors.

Course List

Code	Title	Hours
BIOL 121	Cell Biology	4
BIOL 122	Evolution and Diversity	4
CHEM 117	Principles of Chemistry	4
ESC/PHYS 104	Introductory Astronomy: Solar System	4
ESC 302	Geology	4
SCIE 215	Physical Science	4
EDUC 221	Teaching in the Middle School	2
EDUC 372	Methods of Teaching in Science	4
EDUC 420	Knowledge, Literacy and Inquiry	2
EDUC 489	Student Teaching: Middle Level	4
Total Hours		36

Social Studies 5-8 Endorsement requires 32 credits:

Course List

Code	Title	Hours
Select 4 credits from the following history courses:		4
HIST 111	United States in Perspective to 1865
HIST 112	United States in Perspective since 1865
HIST 131	European History in Perspective to 1500
HIST 132	European History in Perspective since 1500
HIST 151	World in Perspective to 1500
HIST 152	World in Perspective since 1500
HIST 313	Black American History
HIST 315	Indigenous Peoples of North America
HIST 316	U.S. Women's History
HIST 318	The Midwest: Local, State, and Regional Histories
HIST 319	Colonial America
PSC 211	U.S. Political System	4
GEOG 201	World Geography	4
BUS 201	Principles of Global Economics	4
4 additional credits from psychology, sociology, economics, history, geography or political science		4
EDUC 221	Teaching in the Middle School	2
EDUC 379	Methods of Teaching in Social Studies	4
EDUC 420	Knowledge, Literacy and Inquiry	2
EDUC 489	Student Teaching: Middle Level	4
Total Hours		32

Add-on Endorsement in General Science for Secondary Science Majors

Students majoring in biology, chemistry, or physics have the option of completing an add-on endorsement in General Science. This add-on endorsement program of study prepares students to be recommended for licensure in science in grades 5-8 in addition to their 9-12 license in biology, chemistry, or physics. This add-on endorsement requires a separate application for licensure. Note: This endorsement is for secondary science majors only and differs from the ML Science Endorsement for Elementary Majors.  

General Science requires 32 credits:

Course List

Code	Title	Hours
BIOL 121	Cell Biology	4
BIOL 122	Evolution and Diversity	4
CHEM 127	General Chemistry I	4
CHEM 128	General Chemistry II	4
ESC 104	Introductory Astronomy: Solar System	4
ESC 302	Geology	4
Select one of the following		8
PHYS 111 & PHYS 112	General College Physics I and General College Physics II
PHYS 128 & PHYS 211	Physics for Scientists and Engineers and Physics for Scientists and Engineers II
Total Hours		32

Courses