Requirements for a Major in Education


Teacher Licensure in Minnesota
The Teacher Education Program at Concordia College maintains approval through the Minnesota Board of Teaching (BoT). Each major or add-on endorsement in education prepares students to meet the BoT requirements for 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 adhere to disposition criteria established by the department. Upon successful completion of a program of study, the Department of Education recommends students for licensure. Students then can begin the process of applying for licensure. First-Time applicants for licensure apply online for their MN license.

The Licensure Officer for Concordia College is the Registrar, Nancy Penna. Diane Holmquist is the administrative assistant in the Registrar's Office responsible for collecting the applications for students who are applying for a teaching license to ensure they are complete when sent into the MN Department of Education. The exact process required by the state of MN during each academic year will be presented to students eligible to apply for licensure at that time.

Due to recent changes in the rules governing licensure In the state of Minnesota, students who entered the college under catalogs before 2010-2011 but are admitted to the Teacher Education Program on or after Sept. 1, 2010, will need to convert to this catalog for all their graduation requirements. Students should address the chair of the Department of Education with any questions they have regarding the Teacher Education Program.

Programs offered
• Major in Elementary Education (65 credits)
• Major in Art Education (52 credits plus 32 credits in education)
• Major in Biology Education (32 credits in biology plus 32 credits in education)
• Major in Business Education (42 credits plus 32 credits in education)
• Major in Chemistry Education (46 credits in chemistry plus 32 credits in education)
• Major in Communication Studies with Communication Arts/Literature Education (52 plus 36 credits in education)
• Major in English with Communication Arts/Literature Education (52 plus 36 credits in education)
• Major in French Education (32 to 34 credits plus 36 credits in education)
• Major in German education (32 credits plus 36 credits in education)
• Major in Health Education (34 credits plus 32 credits in education)
• Major in Latin Education (32 credits plus 36 credits in education)
• Major in Mathematics Education (42 credits plus 32 credits in education)
• Major in Music Education leading to a Bachelor of Arts degree: 40 credits (instrumental degree) or 42 credits (vocal degree), plus 20 private instruction and ensemble credits, and 36 credits in education (instrumental degree) or 32 credits (vocal degree)
• Major in Music Education leading to a Bachelor of Music degree: 42 credits (instrumental degree) or 48 credits (vocal degree) in music, plus 28 private instruction and ensemble credits, and
36 credits in education (instrumental degree) or 32 credits
(vocal degree)
• Major in Scandinavian Studies with Norwegian Education
(36 credits in Norwegian and Scandinavian studies plus 36 credits in education)
• Major in Physical Education (35 credits plus 32 credits in education)
• Major in Physics Education (56 credits plus 30 credits in education)
• Major in Social Studies Education (52 credits plus 32 credits in education)
• Major in Spanish Education: 32 credits in Spanish (above SPAN 112) plus 36 credits in education
Add-on endorsement preparation for Elementary Education majors (K-8 world language and culture)
• French (24 or 26 credits)
• German (24 credits)
• Latin (24 credits)
• Norwegian (24 credits)
• Spanish (28 credits plus Study Abroad)
Add-on endorsement preparation for biology, chemistry or physics majors in education:
• General Science, grades 5-8 (35 credits)
Additional Opportunity for all Education majors
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.

Faculty
Patricia K. Gulsvig, chair
Karla J. Smart-Morstad
Susan P. Ellingson
Sara B. Triggs
Debra M. Grosz
Barbara J. Witteman
Marilyn J. Guy
Michael D. Wohlfeil
Teri J. Langlie

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

Business Education Teaching Programs
Patricia K. Gulsvig, committee chair
Linda C. Keup

Communication Arts/Literature Teaching Programs
Patricia K. Gulsvig, committee chair
Aileen L.S. Buslig
Joan L. Kopperud
Karla J. Smart-Morstad
David A. Sprunger
Fred B. Sternhagen

Science Teaching Programs
Patricia K. Gulsvig, committee chair
Heidi L.K. Manning
Pamela S. Mork
Krystle D. Strand

Social Studies Teaching Programs
W. Vincent Arnold, committee chair
Michael G. Bath
Nicholas R. Ellig
Susan P. Ellingson
Patricia K. Gulsvig
Susan J. Larson
Ronald G. Twedt

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

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 (1) must have completed all 300-level education course work, (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. 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.