Faculty

Darrell W. Stolle, chair
Susan P. Ellingson
Kristen M. Ford
Cassandra L. Glynn
Teri J. Langlie
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

Darrell W. Stolle, committee chair
Aileen L.S. Buslig
Jonathan M. Steinwand
Fred B. Sternhagen

Science Teaching Programs

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

Social Studies Teaching Programs

W. Vincent Arnold, committee chair
Mona M. Ibrahim
Matthew L. Lindholm
Darrell W. Stolle
Ronald G. Twedt

The mission of the department of education is to prepare caring, competent, and qualified teachers who act in the best interests of the students they serve. 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, state licensing tests, and selected other requirements. In addition, students must also show competency in written and oral communication and 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. Additionally, because many schools have adopted 1:1 technology requirements in their curriculum, you will be required to have a 9.7 inch iPad with 128 GB memory that can run on the most recent operating system (11.x) before enrolling in methods classes. For more information about this requirement, call the department chair, Dr. Darrell Stolle, at 218.299.3629.

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: All 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.

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 30-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 culture, socioeconomic status, and/or special needs. 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 TK20 software for EDUC 212 American Education in a Diverse World.

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

EDUC 332Teaching in the K-6 Classroom2
EDUC 333Communication Arts in the K-6/Middle Classroom4
EDUC 334Mathematics in the K-6/Middle Classroom4
EDUC 336Social Studies in the K-6/Middle Classroom4
EDUC 337Science in the K-3 Classroom2
EDUC 338Science 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 two clinical experiences:

  • The first, a service-learning component, involves a joint effort between Concordia College and our area schools. Concordia students, as a group, teach elementary children the concept of service-learning and involve them in a service project.
  • Secondly, 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 359 Kindergarten Education (Offered both semesters. Usually taken during junior or senior 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. 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 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.

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)

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 (Fall semester only)

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 (Spring semester only)

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 at least 40 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 teach full days for a minimum of eight 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 director of field experiences as soon as possible.)
  • Placements are made by the director of field experiences and are dependent upon availability of sites.
  • Students seeking dual licensure (e.g. Health and PE) will be required to student teach longer than 12 weeks.
  • All students must be supervised by Concordia College 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.

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 department of education 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 may be allowed to student teach outside the Fargo-Moorhead area in exceptional circumstances. All assignments are made by the department of education and are dependent upon availability of sites. See the director of field experiences 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 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.

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. Elementary education students must have field experiences at both primary and middle school grade levels; secondary education students must have field experiences at both middle school and senior high levels; and K-12 students must have field experiences at the elementary, middle school and secondary levels. 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; and
  6. Pass all tests required by the State of Minnesota for licensure or provide evidence of meeting the minimum required scores on the ACT Plus Writing or SAT.

Concordia College Candidates’ Pass Rates on Minnesota State Tests for Licensing Teachers

The Higher Education Act, Title II, Section 207 (1998) requires all institutions that prepare teachers to report their candidates’ pass rates on state licensing tests. The pass rates for Concordia College teacher education candidates for the 2020-21 academic year are shown below.. *Pass rates are only shown in content areas where 10 or more Concordia students have taken the test. 

Concordia College Candidates

Institutional Assessment Number Taking Assessment Institutional Pass Rate
Elementary Pedagogy
Subtest 1 100
Subtest 2 90
Secondary Pedagogy
Subtest 1 100
Subtest 2 98
Elementary Content
Subtest 1 80
Subtest 2 80
Subtest 3 80
Instrumental and Vocal Content
Subtest 1 100
Vocal
Subtest 2 100
Instrumental
Subtest 2 100

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 (32 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:

*[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 education department. This program is designed for highly qualified teacher education students who wish to further their knowledge of the teaching and learning process.

Students accepted for honors work 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. A public presentation of the research will be given to departmental faculty and interested students in the spring of the senior year. The paper will be stored in the departmental archives.

In order to apply for the departmental honors program, interested students must:

  1. have completed all 300-level education 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 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 from 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 before enrolling in any course with an EDUC prefix;
  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 TK20 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 TK20. The application includes an essay component that must meet the criteria listed in the writing 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 TK20, which will be reviewed by the instructor of EDUC 212 and recommended to the department chair. Students who are not admitted may not register for additional education courses without permission of the department of education chair after review by the Department of Education Student Review Panel. Students who are not admitted to the teacher education program will be advised to seek academic assistance.

Student progress is assessed each semester by the department of education during the registration process. Confirmation of the required GPA and admission to the program is monitored. 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.

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 the five 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:

FREN 211Intermediate French I4
FREN 212Intermediate French II4
FREN 250Pre-May Seminar: Francophone World2-4
or FREN 255 Pre-Study Abroad: France
FREN 311Intensive Oral and Written Communication4
FREN 331French Culture and Civilization4
FREN 340French Phonetics and Other Linguistics Issues2
EDUC 221Teaching in the Middle School2
EDUC 363FLES Methods of Teaching4
Total Hours26-28

World Languages – German requires 26 credits:

GER 211Intermediate German I: Culture and Society through the Media4
GER 212Intermediate German II: Culture Through Literature4
GER 311Advanced Composition and Style4
GER 320German Cultural History in Overview4
GER 330Introduction to German Literature and Film4
EDUC 221Teaching in the Middle School2
EDUC 363FLES Methods of Teaching4
Total Hours26

World Languages – Spanish requires 26 credits:

Prerequisite
SPAN 211Intermediate Spanish I (or placement at a higher level) 14
Required Courses
SPAN 212Intermediate Spanish II4
SPAN 311Spanish Composition & Grammar4
SPAN 312Conversation and Film in the Hispanic World4
SPAN 343The Culture of Spain4
or SPAN 344 Latin American Historical and Cultural Perspectives
EDUC 221Teaching in the Middle School2
EDUC 363FLES Methods of Teaching4
Total Hours26
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 are eligible to be recommended for licensure in that content area. The Minnesota Board of Teaching requires that students seeking endorsement for core content areas complete a minimum of 80 hours of clinical field experience within the scope and content of the endorsement being sought. Students may complete multiple endorsements.

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

IOC 100Inquiry: Oral Communication4
ENG 150Literature, Self, and Society4
or ENG 160 Global Literature and Human Experience
COM 207Oral Interpretation4
ENG 227Foundations in Creative Writing4
or ENG 315 English Language, Historical and Analytical
Select one of the following:4
Writing of Women
Shakespeare and the English Renaissance
Individual Author
Theory and Practice of Criticism
EDUC 221Teaching in the Middle School2
EDUC 376Methods of Teaching in English4
EDUC 420Knowledge, Literacy and Inquiry2
EDUC 489Student Teaching: Middle Level4
Total Hours32

Mathematics 5-8 Endorsement requires 32 credits:

MATH 102Fundamental Concepts of Modern Mathematics4
MATH 121Calculus I4
MATH 207Discrete Mathematics4
MATH 215Introduction to Probability and Statistics2
MATH 220Introduction to Geometry Concepts2
4 additional credits from mathematics or computer science4
EDUC 221Teaching in the Middle School2
EDUC 384Methods of Teaching in Mathematics4
EDUC 420Knowledge, Literacy and Inquiry2
EDUC 489Student Teaching: Middle Level4
Total Hours32

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.

BIOL 121Cell Biology4
BIOL 122Evolution and Diversity4
CHEM 117Principles of Chemistry4
ESC/PHYS 104Introductory Astronomy: Solar System4
ESC 302Geology4
SCIE 215Physical Science4
EDUC 221Teaching in the Middle School2
EDUC 372Methods of Teaching in Science4
EDUC 420Knowledge, Literacy and Inquiry2
EDUC 489Student Teaching: Middle Level4
Total Hours36

Social Studies 5-8 Endorsement requires 32 credits:

Select 4 credits from the following history courses:4
United States in Perspective to 1865
United States in Perspective since 1865
European History in Perspective to 1500
European History in Perspective since 1500
World in Perspective to 1500
World in Perspective since 1500
Black American History
Indigenous Peoples of North America
U.S. Women's History
The Midwest: Local, State, and Regional Histories
Colonial America
PSC 211U.S. Political System4
GEOG 201World Geography4
BUS 201Principles of Global Economics4
4 additional credits from psychology, sociology, economics, history, geography or political science4
EDUC 221Teaching in the Middle School2
EDUC 379Methods of Teaching in Social Studies4
EDUC 420Knowledge, Literacy and Inquiry2
EDUC 489Student Teaching: Middle Level4
Total Hours32

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:

BIOL 121Cell Biology4
BIOL 122Evolution and Diversity4
CHEM 127General Chemistry I4
CHEM 128General Chemistry II4
ESC 104Introductory Astronomy: Solar System4
ESC 302Geology4
Select one of the following8
General College Physics I
and General College Physics II
Physics for Scientists and Engineers
and Physics for Scientists and Engineers II
Total Hours32

Courses

EDUC 201  -  Art Education: Elementary,  4 credits.  

Designed to increase the student's understanding and appreciation of art and children's art through studio and other experiences, including painting, printing, ceramics, sculpture, drawing, visits to classrooms and local galleries, discussions, visual materials, criticism and appreciation. For elementary education majors only

Frequency: Every Semester  
Core designations: Arts R  
EDUC 211  -  Methods of Teaching General Music,  4 credits.  

Students gain experience in planning and executing teaching strategies for elementary and secondary school classroom music based on philosophical and theoretical foundations of music education and the current practice of the teaching/learning processes in schools. Lessons and instructional materials are demonstrated and evaluated in class. Students will also begin to develop their own teacher identity. A clinical experience is included.

Frequency: Every Year - Second Semester  
EDUC 212  -  American Education in a Diverse World,  4 credits.  

This course explores historical, social, and philosophical contexts in American education. There will be a special emphasis on teaching in a diverse nation, and an educator's role in making proactive and positive changes in society. The course includes a 30-hour clinical in a setting that includes a diverse student population; students must purchase TK20 software for this course.

Frequency: Every Semester  
Core designations: U.S. Cultural Diversity U  
EDUC 221  -  Teaching in the Middle School,  2 credits.  

This course assists potential middle-level educators in developing the knowledge and skills necessary for middle-level teaching. A clinical in middle schools is included.

Frequency: 1st or 2nd Half - 1st Semester, 1st or 2nd Half - 2nd Semester  
EDUC 250  -  Pre-May Seminar,  2 credits.  
Frequency: Not offered on a Regular Basis  
EDUC 299  -  Keyboarding Proficiency,  0 credits.  

During their semester of enrollment in EDUC 373 - Methods of Teaching in Business Education, business education majors must also pass a keyboarding proficiency exam consisting of timed writings and the production of office documents. A keyboarding proficiency study packet is provided to assist each student in preparation for the exam. Co-requisite: EDUC 373 - Methods of Teaching in Business Education.

Frequency: Not offered on a Regular Basis  
Corequisites: EDUC 373  
EDUC 300  -  May Seminar,  4 credits.  
Frequency: May Seminar  
Prerequisites: EDUC 250  
EDUC 318  -  Foundations of Literacy,  2 credits.  

Elementary education majors will 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. A 15-hour clinical experience in a preK-3rd grade classroom where they will tutor children in literacy is required.

Frequency: Every Semester  
EDUC 321  -  Methods of Teaching in PE,  4 credits.  

Prospective teachers are introduced to activities, materials and methods of instruction in physical education. Motor skill development, cognitive and affective domains are addressed. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Year - First Semester  
Corequisites: EDUC 352, PEAK 400  
This course is PEAK Required  
EDUC 322  -  Children's Literature,  2 credits.  

Included in this course is the study of literature for children grades K-6. The student examines the field from which selection is possible, the criteria for selecting children's books and effective practices for using literature with children. Elementary education majors given preference for enrollment.

Frequency: Every Semester  
EDUC 330  -  Comparative Education: A Policy Perspective,  4 credits.  

This course introduces students to alternative approaches to elementary and secondary education by comparing schooling in the United States with schooling around the world. Emphasis is placed on the formation, causes and consequences of public policy in the educational systems studied. Open to all students. This course can also count toward the global studies program.

Frequency: Every Semester  
Core designations: International-Global Prspct G, Social Science S  
EDUC 332  -  Teaching in the K-6 Classroom,  2 credits.  

The prospective K-6 teacher studies technical aids and techniques that make learning more effective, and becomes competent in the use of a broad range of instructional media and technology. The principles and practices of educational testing are studied. Special attention is given to the testing responsibilities of the classroom teacher; to the criteria for selecting, administering and interpreting tests; and to the use of statistical methods. Classroom organizational patterns, classroom management and lesson planning are investigated. Inclusion issues and methodology are studied. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. PEAK required. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Semester  
Corequisites: EDUC 333, PEAK 400  
This course is PEAK Required  
EDUC 333  -  Communication Arts in the K-6/Middle Classroom,  4 credits.  

This course provides teacher candidates with a thorough background in current research, methods/strategies, and best practices in how to effectively teach communication arts (reading, writing, speaking, listening, drama, spelling and handwriting) to children in elementary school and how to integrate these arts into the curriculum. Incorporated into the course are field trips to elementary classrooms to observe exemplary practices of the teaching of writing and reading. The course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Semester  
Corequisites: EDUC 332  
EDUC 334  -  Mathematics in the K-6/Middle Classroom,  4 credits.  

This course provides prospective teachers with methods and resources for teaching mathematics in the elementary and middle school. This course presents teaching strategies for developing mathematical ideas in ways that lead students to learn to value mathematics, to reason mathematically, to communicate mathematically, become confident of their mathematical abilities, and become mathematical problem-solvers. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Semester  
Corequisites: EDUC 332  
EDUC 336  -  Social Studies in the K-6/Middle Classroom,  4 credits.  

The role of social studies education is to provide students with the necessary knowledge, skills and values to enable them to fulfill their obligations as citizens, not just for the future, but for the present as well. This course provides future teachers with the methods, strategies and resources for teaching social studies in K-6 classrooms that will develop young students into knowledgeable people who will act responsibly when confronted with personal, social and/or economic issues and problems. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Semester  
Corequisites: EDUC 332  
EDUC 337  -  Science in the K-3 Classroom,  2 credits.  

This course provides various science-related experiences relevant to the elementary classroom setting. These experiences are intended to enhance knowledge and confidence in teaching science (physical, life and earth). Students will develop a preferred perspective on the ideal nature of science education. Throughout the course students will study and discuss theoretical and underpinnings for science instruction, assessment strategies, curriculum material, resources available to teachers, and other relevant ideas. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Semester  
Corequisites: EDUC 332  
EDUC 338  -  Science in the 4-8 Classroom,  1 credits.  

This course helps prospective teachers learn to promote independent thinking; encourage children's creativity and curiosity; build on children's ideas; start with questions rather than answers; focus on the needs of children, including those from cultures other than your own and those with special psychological or physical needs; and make connections between science and other areas of the curriculum. This course is part of the elementary methods-in-teaching semester, which includes an intensive clinical with daily teaching responsibilities. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Semester  
Corequisites: EDUC 332  
EDUC 352  -  Technology, Instruction & Ecology of the Secondary Classroom,  4 credits.  

Secondary teacher candidates will increase their knowledge about teaching and learning by honing their practical abilities through classroom and field placement teaching experience. Specific areas addressed include: student diversity, classroom management, standards in education, planning for instruction, assessment theories and practices, and appropriate use of educational technology.

Frequency: Every Semester  
Prerequisites: EDUC 212  
Corequisites: PEAK 400  
This course is PEAK Required  
EDUC 359  -  Kindergarten Education,  2 credits.  

This course includes: characteristics, needs, behaviors and development of the 5-year-old child; an overview of the developmentally appropriate kindergarten curriculum, a recognition of the importance of integrating the subject areas within the curriculum, the philosophy and practice of emergent literacy and how to implement it, how to assess whether one's own classroom supports literacy, and the importance of continual growth and development as a professional in kindergarten education. A clinical is included. Prerequisites: Admission into the Teacher Education Program; Minimum GPA: 2.75.

Frequency: 1st or 2nd Half - 1st Semester, 1st or 2nd Half - 2nd Semester  
EDUC 362  -  Secondary Methods of Teaching in World Languages,  4 credits.  

Secondary teacher candidates will increase their knowledge about teaching and learning by honing thier practical abilities through classroom and field placement teaching experience. Specific areas addressed include: student diversity, classroom management, standards in education, planning for instruction, assessment theories and practices, and appropriate use of educational technology. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Alternate Years - 1st Semester  
Corequisites: EDUC 352  
EDUC 363  -  FLES Methods of Teaching,  4 credits.  

FLES means "foreign languages in the elementary school." This course develops the techniques of teaching elementary school children the four basic language skills: listening, speaking, reading and writing in a foreign language. A clinical experience is included. This class is held at an area elementary school; students are responsible for transportation to and from the school. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75; Junior status

Frequency: Every Year - Second Semester  
EDUC 371  -  Methods of Teaching in Art: Elementary and Secondary,  4 credits.  

This course provides a relevant experience in art teacher preparation through discussion of educational issues, peer teaching, classroom visitation, museum and gallery visits, and a survey of American art. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Not offered on a Regular Basis  
Corequisites: EDUC 352  
EDUC 372  -  Methods of Teaching in Science,  4 credits.  

This course introduces basic instructional strategies of teaching science. Various science teaching methods as well as the special techniques and functions of a science teacher are discussed and practiced. The inquiry method is emphasized in teacher planning and management. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Alternate Years - 1st Semester  
Corequisites: EDUC 352  
EDUC 373  -  Methods of Teaching in Business Education,  4 credits.  

This special methods course focuses on the application of sound instructional strategies to the teaching of all business subjects such as accounting, basic business, computer applications, keyboarding, marketing and vocational courses. Students write a unit plan and several lesson plans. Teaching resources are explored and reviewed. Classroom management, assessment, professionalism, student organizations, and other topics are studied. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Not offered on a Regular Basis, Every Year - First Semester  
Corequisites: EDUC 299, EDUC 352  
EDUC 374  -  Young Adult Literature,  2 credits.  

Prospective teachers and others interested in Young Adult Literature (YAL) are introduced to the wide range of sub-genres in the rapidly expanding field of Young Adult Literature. In addition to readings in YAL literature and theory, methods for using YAL in the classroom are also emphasized. Students gain experience with current YAL reference tools and other YAL teaching materials. Although the course is required for prospective secondary English teachers in their junior or senior year, education majors from any discipline or level are welcome to enroll in the course. Note to Communication Arts/Literature Secondary Education majors: Co-requisite: ENG 491 - Methods of Teaching Reading and Writing for the Secondary School.

Frequency: Every Year - First Semester  
EDUC 376  -  Methods of Teaching in English,  4 credits.  

Prospective English teachers examine current theories and practices in language arts, identify and use strategies for planning, organizing, managing and instructing in the language arts classroom, and study and evaluate print and nonprint texts. Reflecting on this study and experience, students develop their own theories and increase their competency for teaching language arts. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Year - Second Semester  
Corequisites: EDUC 352  
EDUC 379  -  Methods of Teaching in Social Studies,  4 credits.  

This course focuses on curriculum development, teaching strategies, evaluation and classroom management with cross-cultural and global perspectives. Emphasis is placed on mainstreaming and computer-based instruction. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Year - First Semester  
Corequisites: EDUC 352  
EDUC 380  -  Special Topics,  0-4 credits.  

Courses covering various topics of interest in this particular discipline are offered regularly. Contact department or program chair for more information. Minimum GPA: 2.75.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
EDUC 384  -  Methods of Teaching in Mathematics,  4 credits.  

This course provides students with a wide range of experiences designed to prepare them to become mathematics teachers. Students explore classroom management strategies, lesson planning, questioning techniques, motivation, testing and evaluation, and other classroom-related issues. Students are introduced to professional journals and organizations. Important related topics, such as mathematics anxiety, are also discussed. Each student must do at least one mathematics lesson on videotape, and develop a complete mathematics unit plan. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75.

Frequency: Every Year - Second Semester  
Corequisites: EDUC 352  
EDUC 386  -  Health Methods of Teaching,  4 credits.  

A study of teaching methods applicable to health education. Emphasis is placed on the preparation and presentation of lesson plans for health-related content and skills (5-12). The course provides exposure to curricula, materials and resources, and strategies for classroom management and student evaluation. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Year - Second Semester  
Corequisites: EDUC 352  
EDUC 390  -  Cooperative Education,  1-8 credits.  
Frequency: Every Semester  
Repeatable: Yes  
EDUC 392  -  Methods of Teaching Instrumental Music,  4 credits.  

This is a comprehensive course dealing with teaching instrumental music in the public schools. Topics include developing a philosophy of music education and establishing goals and objectives, content, sequence and presentation of instruction. Students discuss topics related to public school teaching, study of rehearsal techniques and peer teaching. A clinical experience is included. Prerequisites: Admission into the Teacher Education Program. Minimum GPA: 2.75

Frequency: Every Year - First Semester  
Corequisites: EDUC 352  
EDUC 394  -  Methods of Teaching in Communication Studies,  4 credits.  

This course addresses problems, processes and issues specific to teaching content in communication studies, and re-emphasizes general principles of secondary teaching. Topics include: design of secondary communication studies curriculum, evaluation of performance, performance anxiety, professional liability, philosophy and practice in speech, media and theatre cocurricular programs. Emphasis is placed upon the development of units that could be used by practicing teachers. Prerequisites: Admission into the Teacher Education Program. A clinical experience is included. Minimum GPA: 2.75

Frequency: Every Year - Second Semester  
Corequisites: EDUC 352  
EDUC 398  -  Orientation-ECFE/ECFEPE,  0 credits.  

Minimum GPA: 2.75.

EDUC 399  -  Orientation to Student Teaching,  0 credits.  

Education 399 is required in the semester prior to the student teaching experience to arrange and prepare for the student teaching assignment. Prerequisites: Admission into the Teacher Education Program; Minimum GPA: 2.75.

Frequency: Every Semester  
EDUC 420  -  Knowledge, Literacy and Inquiry,  2 credits.  

Offered the first two weeks during the student teaching semester. Prospective secondary teachers are introduced to theories of knowledge formation, differences in inquiry methods in various subjects and the importance of understanding written works. Prerequisites: Admission into the Teacher Education Program; approval for student teaching. Minimum GPA: 2.75.

Frequency: 1st or 2nd Half - 1st Semester, 1st or 2nd Half - 2nd Semester  
EDUC 421  -  Advanced Reading Methods of Teaching for the Elementary School,  2 credits.  

Offered concurrently with student teaching, this hybrid course focuses on reading in the upper elementary grades. The course examines word-analysis skills, reading in the content areas, and vocabulary development. Prerequisites: Admission into the Teacher Education Preparation Program. Minimum GPA: 2.75.

Frequency: Every Semester  
EDUC 425  -  Education of the Exceptional Child,  2 credits.  

This course prepares future teachers to work with children who are mainstreamed into the regular classroom. It provides a historical and legal context, discusses inclusion, addresses concerns in teaching and working with children who have special needs and develops an appreciation for the contributions they can bring to the classroom. Prerequisites: Admission into the Teacher Education Program; Minimum GPA 2.75

Frequency: 1st or 2nd Half - 1st Semester, 1st or 2nd Half - 2nd Semester  
Core designations: U.S. Cultural Diversity U  
EDUC 480  -  Independent Study,  1-4 credits.  

This course provides an opportunity for individual students to conduct in-depth study of a particular topic under the supervision of a faculty member. Contact the department or program chair for more information. Minimum GPA: 2.75.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
EDUC 487  -  Directed Research,  1-4 credits.  

This course provides an opportunity for individual students to conduct research in a specific area of study, completed under the direction of a faculty mentor. Specific expectations of the research experience to be determined by the faculty. Repeatable for credit. Prerequisite: consent of instructor.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
EDUC 488  -  Assessment and Reflection on Student Teaching Practice,  1 credits.  

This course will introduce students to basic concepts of educational assessment, including portfolio construction, and also to the Teacher Performance Assessment instrument required of all education candidates. The course will include guided instruction in completing the EdTPA.

Frequency: Every Semester  
EDUC 489  -  Student Teaching: Middle Level,  4 credits.  

Elementary education majors seeking an add-on endorsement in a core content area are assigned to a full-time clinical experience in one of the area middle schools for 4 weeks. Students develop teaching proficiencies under the direction supervision of a classroom teacher. Prerequisites: Admission into the Teacher Education Program; approval for student teaching; permission of the director of field experiences; Minimum GPA: 2.75.

Frequency: Summer Session  
Repeatable: Yes  
EDUC 491  -  Student Teaching: K-12 Education,  1-12 credits.  

Students are assigned student teaching sites and supervised by a classroom teacher and college supervisor. The length of time of the experience varies according to the credit received. Students practice teaching methods, plan instruction, evaluate pupils' work and participate in the daily professional activities of the teacher. Prerequisites: Admission into the Teacher Education Program, approval for student teaching; Minimum GPA: 2.75.

Frequency: Every Semester  
EDUC 492  -  Student Teaching: Elementary Education, Grades 1-6,  1-6 credits.  

Students are assigned student teaching sites and supervised by a classroom teacher and college supervisor. The length of time of the experience varies according to the credit received. Students practice teaching methods, plan instruction, evaluate pupils' work and participate in the daily professional activities of the teacher. Prerequisites: Admission into the Teacher Education Program; approval for student teaching; Minimum GPA: 2.75.

Frequency: Every Semester  
EDUC 493  -  Student Teaching: Secondary Education, Grades 7-12,  1-6 credits.  

Students are assigned student teaching sites and supervised by a classroom teacher and college supervisor. The length of time of the experience varies according to the credit received. Students practice teaching methods, plan instruction, evaluate pupils' work and participate in the daily professional activities of the teacher. Prerequisites: Admission into the Teacher Education Program; approval for student teaching; Minimum GPA: 2.75.

Frequency: Every Semester  
EDUC 494  -  Student Teaching: Art,  12 credits.  

Students are assigned to full-time clinical experiences in the teaching of art in area elementary and secondary schools for 12 weeks. Students develop teaching proficiencies in grades 1-12 under the direct supervision of an art classroom teacher. Prerequisites: Admission into the Teacher Education Program; approval for student teaching; Minimum GPA: 2.75.

Frequency: Every Semester  
EDUC 495  -  Student Teaching: Physical Education,  12 credits.  

Students are assigned to full-time clinical experiences in the teaching of physical education in area elementary and secondary schools for 12 weeks. Students develop teaching proficiencies in grades 1-12 under direct supervision of a physical education classroom teacher. Prerequisites: Admission into the Teacher Education Program; approval for student teaching; Minimum GPA: 2.75.

Frequency: Every Semester  
EDUC 496  -  Student Teaching: Elementary Education,  12 credits.  

Students are assigned to full-time clinical experiences in one of the area elementary schools for 12 weeks. Students develop teaching proficiencies under the direct supervision of a classroom teacher. Prerequisites: Admission into the Teacher Education Program; approval for student teaching; Minimum GPA: 2.75.

Frequency: Every Semester  
EDUC 497  -  Student Teaching: Kindergarten,  5 credits.  

Kindergarten student teaching is available and recommended for students seeking kindergarten licensure in North Dakota. This would be an additional student teaching experience to the 12 week elementary education student teaching clinical. It will be 5 credits and run for five weeks. Plan to register for it summer session one and you may start as soon as the elementary experience has been completed. Contact the director of field experiences, if interested in this opportunity. Prerequisites: Admission into the Teacher Education Program; Minimum GPA: 2.75.

Frequency: Summer Session  
EDUC 498  -  Student Teaching: Secondary Education,  12 credits.  

Students are assigned to full-time clinical experiences in one of the area secondary schools for 12 weeks, developing teaching proficiencies under the direct supervision of a regular classroom teacher. Prerequisites: Admission to the Teacher Education Program; approval for student teaching; Minimum GPA: 2.75.

Frequency: Every Semester  
EDUC 499  -  Student Teaching: Music,  12 credits.  

Students are assigned to full-time clinical experiences in the teaching of music in area elementary and secondary schools for 12 weeks. Students develop teaching proficiencies in grades 1-12 under the direct supervision of the classroom music teacher. Prerequisites: Admission into the Teacher Education Program; approval for student teaching; Minimum GPA: 2.75.

Frequency: Every Semester  
HLTH 141  -  Personal and Social Health,  4 credits.  

A multidimensional approach to health that includes physical, social, emotional, intellectual, and spiritual health promotion that emphasizes self-responsibility and prevention. Theories of behavior change are examined to understand the factors that influence personal lifestyle decisions and societal norms.

Frequency: Every Semester, Summer Session  
HLTH 143  -  First Aid and CPR: Emergency Response,  2 credits.  

The study of accident problems, first aid and medical self-help prepares the student for positive response to stressful conditions. Teaches skills needed for emergency care of victims of accidents, illnesses and disasters.

Frequency: 1st or 2nd Half - 1st Semester, 1st or 2nd Half - 2nd Semester  
HLTH 220  -  Introduction to Health Education and Health Promotion,  2 credits.  

This course is designed to expose students considering a health education degree to the basic concepts and theories of health, health education, and health promotion. An overview of job settings for health educators with emphasis on assessing needs, planning programs, and evaluation.

Frequency: Every Semester  
HLTH 340  -  Comprehensive School Health Programs,  2 credits.  

An overview of the school's role in the healthy development of youth, including: health instruction, health services, school environment, physical education, nutrition and food services, counseling and personal support, school/parent/community partnerships, and school site health promotion.

Frequency: Every Semester  
HLTH 380  -  Special Topics,  0-4 credits.  

Courses covering various topics of interest in this particular discipline are offered regularly. Contact department or program chair for more information.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
HLTH 390  -  Cooperative Education,  1-8 credits.  
Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
HLTH 480  -  Independent Study,  1-4 credits.  

This course provides an opportunity for individual students to conduct in-depth study of a particular topic under the supervision of a faculty member. Contact the department or program chair for more information.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
HLTH 481  -  Special Problems Seminar,  1-4 credits.  

A flexible course designed to meet the needs and desires of students. Possibilities include current research or trends in physical education.

Frequency: Not offered on a Regular Basis  
HLTH 487  -  Directed Research,  1-4 credits.  

This course provides an opportunity for individual students to conduct research in a specific area of study, completed under the direction of a faculty mentor. Specific expectations of the research experience to be determined by the faculty. Repeatable for credit. Prerequisite: consent of instructor.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
PED 111  -  Wellness,  1 credits.  

Discussion of the components of health-related fitness: cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition, as well as nutrition, stress management, and alcohol education. Students are exposed to a variety of lifetime activities that promote health and well-being. Required for graduation.

Frequency: Every Semester  
PED 200  -  Foundations in Physical Education,  2 credits.  

History, philosophy and principles of physical education, with a special emphasis on the development of a professional understanding and attitude toward physical education are studied. An overview of the MTLE I content test for teaching licensure is reviewed.

Frequency: 1st or 2nd Half - 1st Semester  
PED 216  -  Sport Officiating,  2 credits.  

Designed to provide students with the knowledge, skill and experience necessary to become certified officials. Specific attention to baseball/softball, basketball, football, soccer and volleyball

Frequency: 1st or 2nd Half - 1st Semester  
PED 230  -  Motor Development,  2 credits.  

Designed to help students understand principles, observe movement skill patterns, assess and apply concepts of motor development through developmentally age appropriate practice.

Frequency: 1st or 2nd Half - 1st Semester  
PED 250  -  Pre-May Seminar,  2 credits.  
Frequency: Not offered on a Regular Basis  
PED 251  -  Adapted Physical Education,  2 credits.  

Designed to promote knowledge and understanding of the problems, responsibilities and procedures of physical education for the exceptional student.

Frequency: 1st or 2nd Half - 2nd Semester  
PED 252  -  Prevention and Care of Sport-Related Injuries,  2 credits.  

A study of the treatment of athletic injuries. Includes demonstrations and practical experience in taping and bandaging techniques.

Frequency: 1st or 2nd Half - 1st Semester, 1st or 2nd Half - 2nd Semester  
PED 255  -  Teaching Motor Skills,  4 credits.  

Exposes students to the theories and principles that explain motor skill acquisition and performance. Throughout the course, application of theoretical concepts to instructional and clinical settings will be emphasized.

Frequency: Every Year - Second Semester  
PED 260  -  Coaching and Officiating: Baseball and Softball,  2 credits.  

These are 2-credit courses offered periodically at the discretion of the department, and on the basis of student interest and faculty schedules.

Frequency: Not offered on a Regular Basis  
PED 261  -  Coaching and Officiating: Basketball,  2 credits.  

These are 2-credit courses offered on an alternating-year basis, with the exceptions of football, basketball and volleyball, which are offered first semester every year, and track and field, and baseball/softball, which are offered second semester every year.

Frequency: Not offered on a Regular Basis  
PED 262  -  Coaching and Officiating: Football,  2 credits.  

These are 2-credit courses offered on an alternating-year basis, with the exceptions of football, basketball and volleyball, which are offered first semester every year, and track and field, and baseball/softball which are offered second semester every year.

Frequency: Not offered on a Regular Basis  
PED 263  -  Coaching and Officiating: Soccer,  2 credits.  

These are 2-credit courses offered on an alternating-year basis, with the exceptions of football, basketball and volleyball, which are offered first semester every year, and track and field, and baseball/softball which are offered second semester every year.

Frequency: Not offered on a Regular Basis  
PED 264  -  Coaching and Officiating: Hockey,  2 credits.  

These are 2-credit courses offered on an alternating-year basis, with the exceptions of football, basketball and volleyball, which are offered first semester every year, and track and field, and baseball/softball which are offered second semester every year.

Frequency: Not offered on a Regular Basis  
PED 265  -  Coaching and Officiating: Track and Field,  2 credits.  

These are 2-credit courses offered on an alternating-year basis, with the exceptions of football, basketball and volleyball, which are offered first semester every year, and track and field, and baseball/softball which are offered second semester every year.

Frequency: Not offered on a Regular Basis  
PED 266  -  Coaching and Officiating: Volleyball,  2 credits.  

These are 2-credit courses offered on an alternating-year basis, with the exceptions of football, basketball and volleyball, which are offered first semester every year, and track and field, and baseball/softball which are offered second semester every year.

Frequency: Not offered on a Regular Basis  
PED 267  -  Coaching and Officiating: Wrestling,  2 credits.  

These are 2-credit courses offered on an alternating-year basis, with the exceptions of football, basketball and volleyball, which are offered first semester every year, and track and field, and baseball/softball which are offered second semester every year.

Frequency: Not offered on a Regular Basis  
PED 268  -  Coaching and Officiating: Swimming,  2 credits.  

These are 2-credit courses offered on an alternating-year basis, with the exceptions of football, basketball and volleyball, which are offered first semester every year, and track and field, and baseball/softball which are offered second semester every year.

Frequency: Not offered on a Regular Basis  
PED 300  -  May Seminar,  4 credits.  
Frequency: May Seminar  
PED 301  -  Elementary Physical Education,  2 credits.  

Designed to teach activities, materials and methods of instruction in physical education for preschool, primary and intermediate grade teacher candidates (for elementary education majors). It is offered once per year (spring) in academic years beginning with even numbers (2016-17) and both semesters in academic years beginning with odd numbers (2017-2018).

Frequency: Every Semester  
PED 317  -  Teaching Assistant in Physical Education,  1 credits.  

Students will be assigned to a section of PED 111 in which they will be expected to develop and teach two to three lessons, as well as assist the instructor.

PED 320  -  Curriculum and Assessment in Physical Education,  4 credits.  

This course bridges the gap between theory and practice by providing a practical approach to curriculum in writing, standards, positive classroom management, and a variety of assessment techniques used in K-12 physical education programs. Open only to physical education majors.

Frequency: Every Year - Second Semester  
Prerequisites: PED 255  
PED 361  -  Organization and Administration of Physical Education and Athletic Programs,  2 credits.  

A study of organization and administration related to today's physical education, organized athletics, and other sports programs.

Frequency: 1st or 2nd Half - 2nd Semester  
PED 362  -  Fitness Assessment and Technology,  2 credits.  

A study of the practical measurement for evaluation in physical education and exercise science, with emphasis on personal fitness and neuromuscular skills testing. Use of Tri-fit, heart rate monitors and other forms of technology.

Frequency: 1st or 2nd Half - 1st Semester  
PED 380  -  Special Topics,  0-4 credits.  

Courses covering various topics of interest in this particular discipline are offered regularly. Contact department or program chair for more information.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
PED 390  -  Cooperative Education,  1-8 credits.  
Frequency: Every Semester  
Repeatable: Yes  
PED 400  -  Special Problems Seminar,  1-4 credits.  

A flexible course designed to meet the needs and desires of students. Possibilities include current research or trends in physical education.

Frequency: Not offered on a Regular Basis  
PED 410  -  Sport and American Society,  4 credits.  

A study of the sociological, psychological, economic and religious aspects of physical education, athletics and recreation in the American culture.

Frequency: Every Year - Second Semester  
PED 480  -  Independent Study,  1-4 credits.  

This course provides an opportunity for individual students to conduct in-depth study of a particular topic under the supervision of a faculty member. Contact the department or program chair for more information.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
PED 487  -  Directed Research,  1-4 credits.  

This course provides an opportunity for individual students to conduct research in a specific area of study, completed under the direction of a faculty mentor. Specific expectations of the research experience to be determined by the faculty. Repeatable for credit. Prerequisite: consent of instructor.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes  
PED 491  -  Practicum in Coaching,  1-2 credits.  

The practicum is a coaching experience of not less than 40 hours at the junior high, high school or college level in which the student works under an approved supervisor.

Frequency: Every Semester, Summer Session  
Repeatable: Yes  
SCIE 215  -  Physical Science,  4 credits.  

This course explores topics in both chemistry and physics through a hands-on exploration style experience. Topics in astronomy, earth science and mathematics are also explored. The course is designed for students with little background in the sciences and along with BIOL 101 will satisfy Board of Teaching standards for elementary education majors.

Frequency: Every Semester  
TSOL 320  -  Applied Linguistics and Social Linguistics,  2 credits.  

This course introduces students to the scientific study of human language. The focus is on the major core subfields of linguistics: Morphology, Phonetics, Syntax, and Socio Linguistics that are prerequisite to understanding other subfields of linguistics, including Second Language Acquisition and language variation, Historical Linguistics, language change, and Social Linguistics. Prerequisites: Admission into the Teacher Education Program, , GPA 2.75.

Frequency: Every Year - Second Semester  
TSOL 364  -  Second Language Acquisition,  2 credits.  

This course provides a general introduction into how people acquire a second language. Complex interactions between learners, learners and teachers, and between learners and native speakers, how non-native language develops, stabilizes and experiences attrition will be examined. Includes analysis and interpretation of language acquisition among learners during classroom observation. Prerequisites: Admission into the Teacher Education Program, GPA 2.75.

Frequency: Every Year - First Semester  
TSOL 365  -  Teaching ESL I,  4 credits.  

This course will explore methods of teaching and assessing English as a second or non-native language. These methods will be clearly aligned with WIDA and TESOL Standards and best practices in the field for working with elementary learners. All methods will also be grounded in theories of language acquisition, linguistics, child development, and research regarding the learning and teaching of languages. The class combines both theory and practice. A 20-hour clinical experience is required. Prerequisites: Admission into the Teacher Education Program, GPA 2.75.

Frequency: Every Year - First Semester  
TSOL 366  -  Teaching ESL II,  4 credits.  

This course will explore methods of teaching and assessing English as a second or non-native language at the secondary level. These methods will be clearly aligned with WIDA and TESOL Standards and best practices in the field for working with secondary learners, some of whom are older than average secondary students, have experienced trauma, and may have limited or interrupted formal education. This is the second methods course in the sequence and combines theory and practice. A 50-hour clinical experience is required. Prerequisites: Admission into the Teacher Education Program, GPA 2.75.

Frequency: Every Year - Second Semester  
TSOL 480  -  Independent Study,  1-4 credits.  

This course provides an opportunity for individual students to conduct in-depth study of a particular topic under the supervision of a faculty member. Contact the department or program chair for more information.

Frequency: Not offered on a Regular Basis  
Repeatable: Yes