Education Catalog Information
Programs offered Elementary Education in grades K-8 (65 credits), with one of the following areas of specialization: • Pre-Primary, ages 3-kindergarten (20 credits) • Communication Arts/Literature, grades 5-8 (20 credits) • Mathematics, grades 5-8 (20 credits) • Science, grades 5-8 (25 credits) • Social Studies, grades 5-8 (20 credits) • World Languages (French, German, Latin, Norwegian or Spanish), grades K-8 (24 to 28 credits) Secondary/K-12 Education (28 to 36 credits in education) plus credits in each of the following areas (see department pages for descriptions): • Art, grades K-12 • Biology, grades 9-12 • Chemistry, grades 9-12 • French, grades K-12 • German, grades K-12 • Health, grades 5-12 • Latin, grades K-12 • Mathematics, grades 5-12 • Music (instrumental, vocal or dual), grades K-12 • Norwegian, grades K-12 • Physical Education, K-12 • Physics, grades 9-12 • Spanish, grades K-12 Interdisciplinary Programs for Secondary Education: • Business Education major, grades 5-12 (42 credits plus 32 credits in education) • Communication Arts/Literature licensure: – English major, grades 5-12 (52 credits plus 36 credits in education) – Communication Studies major with Communication Arts/ Literature teaching licensure, grades 5-12 (52 credits plus 36 credits in education) • General Science, grades 5-8 (32 credits) • Social Studies, grades 5-12 (52 credits plus 32 credits in education) Additional Opportunities for Elementary and Secondary/K-12: Any teacher education candidate may add on any of these specialty areas or licensure programs: • Communication Arts/Literature, grades 5-8 • French, grades K-8 • German, grades K-8 • Latin, grades K-8 • Mathematics, grades 5-8 • Norwegian, grades K-8 • Science, grades 5-8 • Social Studies, grades 5-8 • Spanish, grades K-8 • Program leading to licensure for Teachers of Parent and Family Education • Preparation for teachers coaching sports (see physical education and health) (non-licensure program) Mission Statement of the Department of Education The purpose of the department of education is to prepare caring, competent, and qualified teachers who act in the best interests of the students they serve. Five Key Propositions 1. Teachers must possess or acquire knowledge of their students. 2. Teachers must know the subjects they teach and how to teach those subjects to students. 3. Teachers must be responsible for managing and monitoring student learning. 4. Teachers must reflect regularly about their practice. 5. Teachers must understand their role in the context of the communities and society they serve. In cooperation with other departments in the college, the department of education develops curricula and clinical experiences to enable prospective teachers to meet the Minnesota Board of Teaching Standards for Effective Practice. Within a liberal arts college, the department of education emphasizes both a broad base of knowledge across academic disciplines and a depth of knowledge in the discipline in which the student plans to teach. To ensure that Concordia teacher education programs are relevant for today’s schools, local K-12 teachers provide advice on policies and curricula. In addition, graduates and their employers assess how effectively graduates are prepared for their first teaching jobs. Because teachers wield great influence in the lives of children and youth, the department of education believes it is imperative that schools be provided with teachers who are professionally of the highest competence in subject-matter knowledge and effective teaching strategies, and who approach their profession with a clear sense of vocation. The education department provides learning experiences that prepare students to achieve the following 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 • 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 Additional Opportunities for Elementary Education and Secondary/K-12 Education Program Leading to Licensure for Teachers of Parent and Family Education A student with an interest in education in family life/parenting may choose to fulfill the requirements for licensure by the Board of Teaching of Minnesota. This license prepares students for a variety of positions including teaching parents in an Early Childhood Family Education (ECFE) program or administering an ECFE program; teaching parents or working with families in Head Start programs; and working with children or families or parents in human service agencies, churches or hospitals. To be licensed in the state of Minnesota, a student must take the following 38 credits: • CFS 220 – Family Systems, 4 credits • CFS 236 – Child Development, 4 credits • CFS 336 – Parenting, 2 credits • CFS 389 – Adult Education, 2 credits • EDUC 210 – Foundations in K-12 Education, 2 credits • EDUC 221 – Teaching in the Middle School, 2 credits • EDUC 399 – Orientation to Student Teaching, no credit • EDUC 421 – Advanced Reading Methods of Teaching for the Elementary School, 2 credits • EDUC 425 – Education of the Exceptional Child, 2 credits • EDUC 439 – Human Relations, 2 credits • EDUC 487 – Practicum in Parent Education, 2 to 10 credits (see education department chair for most current information) • PSYC 212 – Educational Psychology, 4 credits Minimum GPA of 2.75 is required. Coaching Preparation (non-licensure program) For more information, refer to the course descriptions for this program in the physical education and health pages of the catalog.
Education Courses
EDUC 201, ART 201 – Art Education: Elementary, 4 credits. E. 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.
EDUC 210 – Foundations in K-12 Education, 2 credits. E. This beginning course in the education program provides a social, historical and philosophical context for understanding the role of the teacher. A clinical experience in a multicultural setting enables students to learn what schools are like as a place in which to learn and to teach. This course is taken concurrently with PSYC 212 – Educational Psychology and EDUC 221 – Teaching in the Middle School and typically during the sophomore year.
EDUC 221 – Teaching in the Middle School, 2 credits. E. 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. Students take EDUC 221 – Teaching in the Middle School concurrently with PSYC 212 – Educational Psychology and EDUC 210 – Foundations in K-12 Education and typically during the sophomore year.
EDUC 250 – Pre-May Seminar, 2 credits. D.
EDUC 299 – Keyboarding Proficiency, no credit. E1, on demand. 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.
EDUC 300 – May Seminar, 4 credits. MS.
EDUC 322 – Children’s Literature, 2 credits. E. 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.
EDUC 330 X, G, S – Comparative Education: A Policy Perspective, 4 credits. E2. 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 is also the prerequisite for EDUC 300 – the comparative education May Seminar.
EDUC 332 – Teaching in the K-6 Classroom, 2 credits. E. 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.
EDUC 333 – Communication Arts in the K-6/Middle Classroom, 4 credits. E. 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 and middle 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.
EDUC 334 – Mathematics in the K-6/Middle Classroom, 4 credits. E. This course provides prospective teachers with methods and resources for teaching mathematics in the elementary and middle school. The 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.
EDUC 336 – Social Studies in the K-6/Middle Classroom, 4 credits. E. 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.
EDUC 337 – Science in the K-3 Classroom, 2 credits. E. 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.
EDUC 338 – Science in the 4-8 Classroom, 1 credit. E. 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.
EDUC 350 – The Art and Science of Teaching, 2 credits. E. Theories and research of teaching methodology are explored in this course. Secondary education students learn how to adapt course content to the varying needs of students. Processes of assessment, evaluation and reporting are presented. This course is taken concurrently with EDUC 351 – The Ecology of the Educational Setting and the relevant Methods in Teaching course.
EDUC 351 – The Ecology of the Educational Setting, 2 credits. E. This course examines research and theories of the effective classroom, including management studies and technology. This course is taken concurrently with EDUC 350 – The Art and Science of Teaching and the relevant methods of teaching course.
EDUC 358 – Introduction to Early Childhood, 2 credits. B1. This course is designed for anyone interested in early childhood, kindergarten or lower-elementary grade teaching. It includes: historical, philosophical and sociological aspects of early childhood education; an overview of contemporary issues, models and programs in early childhood; an examination of physical, socioemotional, cognitive and language development; dimensions of work and play; importance in self-esteem and well-being of the child; parent-child-school relationships; and a look at international/comparative education as it relates to the young child. This course is open to junior and senior students only. A clinical is included.
EDUC 359 – Kindergarten Education, 2 credits. B2, B4. 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.
EDUC 362 – Secondary Methods of Teaching in World Languages, 4 credits. E1. Methods and materials for teaching modern and classical languages at the secondary level are presented and discussed. The student is also introduced to theories of second language acquisition. Successful completion of a clinical experience is required in this course.
EDUC 363 – FLES Methods of Teaching, 4 credits. E2. 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.
EDUC 366 – Methods of Teaching English as a Second Language/English Language Learners (Methods of ESL/ELL), 4 credits. E1. This course provides students with a comprehensive introduction to the profession of teaching English as a second or non-native language. The course content includes theory and practice, strategies for teaching language skills as well as insights into cultural attitudes and motivational factors. The class provides students with the basic skills and concepts for teaching ESL in the United States and abroad. A clinical experience is included.
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. Successful completion of a clinical experience is required in this course.
EDUC 372 – Methods of Teaching in Science, 4 credits. E1. 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. Successful completion of a clinical experience is required in this course.
EDUC 373 – Methods of Teaching in Business Education, 4 credits. E1, on demand. 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. Successful completion of a clinical experience is also required in this course.
EDUC 374 – Young Adult Literature, 2 credits. E1. Prospective teachers are introduced to junior-senior high school readings in literature, with a study of methods used for teaching various literary genres. The survey of a large number of books of graduated difficulty for adolescents and an examination of reference tools and teaching materials are included. The course is required for prospective secondary English teachers and secondary developmental reading candidates in their junior or senior year. Other prospective students may register with consent of instructor.
EDUC 376 – Methods of Teaching in English, 4 credits. E2. 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. Successful completion of a clinical experience is required in this course.
EDUC 379 – Methods of Teaching in Social Studies, 4 credits. E1. 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. Successful completion of a clinical experience is required in this course.
EDUC 380 – Special Topics, 1 to 4 credits. D. Courses covering various topics of interest in this particular discipline are offered regularly. Contact department or program chair for more information.
EDUC 384 – Methods of Teaching in Mathematics, 4 credits. E2. 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. Successful completion of a clinical experience is required in this course.
EDUC 390 – Cooperative Education, 1 to 8 credits. E.
EDUC 391 – Methods of Teaching Vocal Music, 4 credits. E2. Students gain experience in planning and executing teaching strategies for elementary and secondary school vocal/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. Successful completion of a clinical experience is required in this course.
EDUC 392 – Methods of Teaching Instrumental Music, 4 credits. E1. 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. Prerequisite: MUS 427 – Instrumental Conducting I
EDUC 394 – Methods of Teaching in Communication Studies, 4 credits. E2. This course addresses problems, processes and issues specific to teaching content in communication studies, and reemphasizes 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: junior standing, completion of significant course work from the communication arts/literature education sequence, or permission of instructor. Successful completion of a clinical experience is required in this course.
EDUC 398 – Orientation to ECFE/ECFEPE, no credit.
EDUC 399 – Orientation to Student Teaching Lecture, no credit. E. Education 399 is required in the semester prior to the student teaching experience to arrange and prepare for the student teaching assignment.
EDUC 420 – Knowledge, Literacy and Inquiry, 2 credits. B1, B3. Offered in the four weeks opposite student teaching each 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.
EDUC 421 – Advanced Reading Methods of Teaching for the Elementary School, 2 credits. B1, B3. Offered during four weeks opposite student teaching each semester. This course focuses on reading in the upper elementary grades. The course examines word analysis skills, comprehension skills, reading in the content areas, study skills, vocabulary development, and linguistic clues for reading.
EDUC 425 U – Education of the Exceptional Child, 2 credits. B1, B3. Offered during four weeks opposite student teaching each semester, 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.
EDUC 439 U – Human Relations, 2 credits. B1, B3. Offered during four weeks opposite student teaching each semester. This course is designed to help students examine their own and society’s perception of groups of people in our society. S-U registration only. This course is open to seniors only.
EDUC 480 – Independent Study, 1 to 4 credits. D. This course provides an opportunity for individual students to conduct in-depth research of a particular topic under the direct supervision of a faculty member. Contact the department or program chair for more information.
EDUC 487 – Practicum in Parent Education, 2 to 10 credits. E. Ninety hours – 10 weeks of clinical experience in an approved, parent education setting teaching parents. Prerequisite: CFS 389 – Adult Education and consent of instructor
EDUC 490 – Practicum in Early Childhood, 2 credits. D. This practicum will consist of approximately 90 hours of contact time in a facility, which serves children 5 years old or younger. Students gradually assume responsibility for planning, teaching and evaluating the activities in the early childhood facility throughout their experience. Students are involved in self-evaluation analysis along with evaluation by the supervising teacher and a college supervisor.
EDUC 491 – Student Teaching: K-12 Education Practicum, 1 to 6 credits. E. 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: EDUC 399 – Orientation to Student Teaching and completion of a regular 10-week student teaching assignment
EDUC 492 – Student Teaching: Elementary Education, Grades 1-6, 1 to 6 credits. E. 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: EDUC 399 – Orientation to Student Teaching and completion of a regular 10-week student teaching assignment
EDUC 493 – Student Teaching: Secondary Education, Grades 7-12, 1 to 6 credits. E. 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: EDUC 399 – Orientation to Student Teaching and completion of a regular 10-week student teaching assignment
EDUC 494 – Student Teaching: Art, 10 credits. E. During this 10-week full-time clinical experience in teaching art in one of the area elementary and secondary schools, students develop teaching proficiency under the direct supervision of an art classroom teacher. Prerequisites: EDUC 399 – Orientation to Student Teaching and endorsement for student teaching
EDUC 495 – Student Teaching: Physical Education, 10 credits. E. Students are assigned to full-time clinical experiences in the teaching of physical education in area elementary and secondary schools for 10 weeks. Students develop teaching proficiencies in grades 1-12 under the direct supervision of a physical education classroom teacher. Prerequisites: EDUC 399 – Orientation to Student Teaching and endorsement for student teaching
EDUC 496 – Student Teaching: Elementary Education, 10 credits. E. Students are assigned to full-time clinical experiences in one of the area elementary schools for 10 weeks. Students develop teaching proficiencies under the direct supervision of a classroom teacher. Prerequisites: EDUC 399 – Orientation to Student Teaching and endorsement for student teaching
EDUC 497 – Student Teaching: Kindergarten, 5 credits. S. 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 10-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, Deb Grosz, if interested in this opportunity.
EDUC 498 – Student Teaching: Secondary Education, 10 credits. E. Students are assigned to full-time clinical experiences in one of the area secondary schools for 10 weeks, developing teaching proficiencies under the direct supervision of a regular classroom teacher. Prerequisites: EDUC 399 – Orientation to Student Teaching and endorsement for student teaching
EDUC 499 – Student Teaching: Music, 10 credits. E. Students are assigned to full-time clinical experiences in the teaching of music in area elementary and secondary schools for 10 weeks. Students develop teaching proficiencies in grades 1-12 under the direct supervision of the classroom music teacher. Prerequisites: EDUC 399 – Orientation to Student Teaching and endorsement for student teaching
Course Catalog
