EDUC 170: Urban Schools and Communities (study away)

In this course, students examine how schools and communities in the Twin Cities interact to provide support and developmental opportunities for school-age children. Through lectures, readings, discussions, field trips, and in-school and co-curricular placements, students gain an understanding and awareness of how race, class, ethnicity, national origin, and gender shape the complex character of urban youth and schools. Students spend one week in orientation activities on campus and two weeks in the Twin Cities. During the time in the Twin Cities, St. Olaf students participate as tutors and classroom assistants during the school day and then assist in various after-school and community programs. The last week of January Term is spent back on campus discussing the experience. P/N only. Preference given to first-year students, but all students may apply. Offered during January Term. Also counts toward race and ethnic studies major and concentration.

EDUC 231: Understanding Substance Abuse (0 credit)

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

EDUC 245: Teaching and Learning English Grammar (0.50)

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

EDUC 250: Second Language Acquisition

Students examine how humans learn language as well as how they learn more than one language, as is the case for the vast majority of people. Students also explore the factors that enable or hinder language learning and whether bilinguals are smarter. These are just some of the fascinating issues addressed in the course that combines study of theory, fieldwork-based analysis of learner language, and pedagogical considerations, including a focus on both English and World Language learners. Offered annually in the fall semester. Required for ESL licensure and TEFL certificate. Also counts toward applied linguistics concentration.
Prerequisite: WRIT 120 or equivalent.

EDUC 270: Exploring Teaching

This course provides full-time placement in a school setting for students wanting to explore a career in teaching or gain greater understanding of teaching as a profession. Directed by host teachers, students may observe, assist within the classroom, tutor, teach, coach, attend faculty meetings and functions, and meet with school personnel. Students attend weekly seminars and complete assigned readings and reflective writings. Offered alternate January Terms, odd years. Counts as the January Term requirement for the TEFL certificate education concentration.
Prerequisite: EDUC 260 or EDUC 290 or EDUC 295.

EDUC 293: Refugee and Immigrant Experiences in Faribault, MN

Students explore the challenges and opportunities that have occurred in Faribault for people with refugee and immigrant backgrounds and educators and community members working with those communities to create supportive contexts (including educational, social, economic, political) that meet the needs and aspirations of those communities. Offered periodically. Also counts toward race and ethnic studies major and concentration.
Prerequisites: EDUC 260 or EDUC 290 or EDUC 295 or permission of instructor.

EDUC 294: Academic Internship

EDUC 295: Foundations of Education

This course explores educational experiences in the United States from political, historical, sociological and philosophical lenses. Students also explore their own intersecting identities, cultivate racial literacy, and develop the mindsets and skills of antiracist and culturally responsive-sustaining educators. Students gain practical experience in an educational setting through a required 20-hour field experience. Strongly recommended to be taken fall of sophomore year to begin the licensure sequence; not open to first-year students. Offered during fall semester. Also counts toward the social studies education major and the educational studies concentration - TEFL certificate track.
Prerequisite: Not open to first-year students.

EDUC 298: Independent Study

EDUC 321: Teaching of Reading, 5-12 (0.50)

This course provides a theoretical and practical foundation for assisting secondary readers. Students learn the essentials of good reading instruction and apply them in the development of a literature unit. Required 10-hour field experience. Offered annually during the first half of the spring semester. Also counts toward applied linguistics concentration.
Prerequisites: EDUC 330 or permission of instructor.

EDUC 330: Planning, Instruction, and Assessment

In this course, students learn and practice principles of effective instruction and develop their own teaching style as they prepare to become full-time teachers. Topics include learning theory, teacher roles and responsibilities, planning, methods of instruction, assessment, and classroom management. Students apply skills in a required 20-hour field experience and concurrent enrollment in a lab section. Course should be taken in the spring of sophomore year. Offered during spring semester.
Prerequisites: EDUC 295 and acceptance into the teacher education program.

EDUC 334: Social Studies Perspectives

This course examines basic assumptions about social science, primal thought, feminism, humanities, history, post-modernism, and thematic social studies. Students pursue methodologies of structuring knowledge and the means of advancing knowledge in each discipline. Students learn how to relate their social studies subject matter to the total social studies curriculum. Offered annually in the spring semester.
Prerequisite: EDUC 295 or permission of instructor.

EDUC 340: Differentiating Instruction

In this course, teacher candidates learn how to meet the academic, physical, emotional, and developmental needs of all K-12 students, including students with disabilities, multilingual learners, gifted students, and other diverse learners. Participants apply principles of differentiated instruction and assessment in class and field experiences. Additional topics include mental health, historical perspectives, service delivery models, and legal requirements. Required 20-hour field experience. Open to juniors and seniors only. Offered fall semester.
Prerequisites: EDUC 295 and EDUC 330.

EDUC 345: Teaching of Communication Arts/Literature, 5-12

This course prepares pre-service communication arts/literature teachers to share their love of the English language with secondary students. Attention is given to the theory and techniques of teaching writing, literature, reading, speech, listening, and media literacy. In addition, students explore topics including multicultural literature, adolescent literature, responding to and evaluating writing, unit planning in the language arts, and the Common Core State Standards for Literacy. Required 20-hour field experience component. Offered annually in the spring semester. Also counts toward applied linguistics concentration.
Prerequisite: EDUC 330.

EDUC 346: Who is My Neighbor? Ethics of Refugee and Immigrant Education

This course addresses the reception of migrants in relationship to education and ethics. Students interrogate laws, policies, practices, and foundational belief systems involved in immigration while learning about normative perspectives in ethics. They interrogate best practices for teaching and interacting with refugees, immigrants and immigrant communities that reflect moral responsibility. Required for ESL licensure, and highly relevant for all educators and those interested in immigration. 10-hour service component working with migrants in the community. Open to juniors and seniors. Offered periodically.

EDUC 347: Teaching ESL, K-12

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

EDUC 348: Assessment of ESL, K-12

This course provides students with theoretical and practical knowledge about assessing the language proficiency of English Language Learners. Students learn how to construct and administer appropriate and non-discriminatory assessment and evaluation tools. Students administer several assessments and write a formal report. Required field experience component. Should be taken concurrently with EDUC 347. Offered periodically during spring semester. Also counts toward applied linguistics concentration.
Prerequisite: EDUC 330.

EDUC 350: Teaching of Mathematics, 5-12

Students act as a "community of scholars" to examine current issues and trends in mathematics education. They learn strategies for engaging pupils in active mathematical investigation, using appropriate technology and other mathematical tools and for emphasizing communication, problem solving, reasoning and mathematical connections in their teaching. Includes reliance on the National Council of Teachers of Mathematics Standards documents. Required 20-hour field experience component. Offered annually in the spring semester.
Prerequisite: EDUC 330.

EDUC 355: Teaching of Music in the Elementary School

The goal of the course is to acquire the knowledge, skills, and understandings necessary to develop, implement and assess a K-5 general music program. The course emphasizes current approaches such as those of Orff, Dalcroze and Kodaly as well as intercultural and interdisciplinary learning. Required 10-hour field experience component. Offered annually in the spring semester.
Prerequisite: EDUC 330.

EDUC 356: Teaching of Music in the Middle and High School (0.50)

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

EDUC 358: Teaching of Vocal Music in the Secondary School (0.50)

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

EDUC 359: Teaching of Instrumental Music (0.50)

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

EDUC 364: Teaching of Science, 5-12

Prospective science teachers learn strategies for the practical application of learning theory to secondary school science classrooms. Topics include: the national science standards movement and No Child Left Behind; inquiry learning in the science classroom; lesson planning; teaching in the classroom and in the laboratory; technology; managing a science laboratory; and continuing professional development. Required 20-hour field experience component. Offered annually in the spring semester.
Prerequisite: EDUC 330.

EDUC 365: Teaching of Social Studies, 5-12

Students acquire the skills, knowledge and attitudes to become successful teachers in the secondary social studies classroom. They use the curriculum standards of the National Council for Social Studies and those identified by the State of Minnesota to develop goals, outcomes, and assessments for the various content areas. Students acquire the knowledge, skills, and understandings necessary to address appropriate skills development in 5-12 social studies classrooms. Required 20-hour field experience component. Offered annually in the spring semester.
Prerequisite: EDUC 330.

EDUC 367: Teaching of Theater, K-12

This course provides basic professional knowledge and skills needed for successful entry into the field of theater education. Through readings, class discussions, and active participation in teaching situations (including microteaching), students become familiar with the theory and practice of teaching theater K-12. Students learn about issues faced by the profession and how to manage a theater production program. Required 10-20 hour field experience component. Offered periodically in the spring semester.
Prerequisite: EDUC 330.

EDUC 374: Reading in the Content Area (0.50)

This course focuses on evidence-based best practices in reading instruction that can be used across the curriculum by secondary teachers. Students acquire the necessary knowledge, skills, and strategies to teach reading in the teaching candidate's content area(s).Required 10-hour field experience. Offered each semester.
Prerequisite: EDUC 330 or permission of the instructor.

EDUC 378: Multicultural Education in Hawaii: Seminar and Practicum (study away)

Students examine the influence of race, class, and multiculturalism in American schools by participating as teachers' assistants and tutors in Honolulu schools. Students discover the challenges and benefits associated with teaching in a diverse racial, cultural, and socio-economic environment. Through guest lectures, readings, field trips, and seminars, students learn about the truly unique geographic and cultural setting of the Hawaiian Islands. This environment makes an excellent framework for examining race, ethnicity, power, and privilege in U.S. schools. Fulfills EDUC 382: Human Relations requirement. P/N only. Intended for education major/licensure students; cannot fulfill the January Term requirement for TEFL certification. Offered alternate January Terms, even years. Also counts toward race and ethnic studies major and concentration.
Prerequisite: EDUC 295 or EDUC 330.

EDUC 379: Urban Education Practicum and Seminar (study away)

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

EDUC 381: Senior Seminar (0.50)

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

EDUC 382: Human Relations (0 Cr)

All candidates must have a multicultural field experience to help develop their competence in teaching in multicultural environments. A minimum of 80 hours of field experience in a multicultural school environment (an January Term or its equivalent) is required prior to student teaching. All field experiences must be pre-approved. Below is a summary of options: EDUC 378: Multicultural Education in Hawaii; EDUC 379: Urban Education Seminar and Practicum; or pre-approved internships in multicultural schools. See Education Department faculty and website for advice and information. EDUC 382 is not a course. Rather it is a recording mechanism indicating St. Olaf students who have completed their multicultural education requirement. Students register for EDUC 382 during their professional semester. P/N only. Offered each semester.

EDUC 389: Student Teaching (3.0)

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

EDUC 391: Student Teaching: Additional License (0.50)

Students are assigned to a full-time internship in schools under the guidance of a competent cooperating teacher and supervised by faculty from both the content area department and the Education Department. Minimum of 6-12 full-time weeks teaching. Only student teachers may enroll: seniors or college graduates seeking an additional license. Offered each semester and during January Term. Cannot be taken concurrently with EDUC 389.
Prerequisite: completion of EDUC 389 or equivalent.

EDUC 394: Academic Internship

EDUC 396: Directed Undergraduate Research

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

EDUC 398: Independent Research