Education

Kim Foss, Tomson 290
507-786-3245

wp.stolaf.edu/education

Overview of the Education Major

The Education major prepares people to be highly-qualified, reflective, licensed teachers. The major supports students in integrating the liberal arts, their subject matter, and professional education. Reflective teacher candidates assess their options and make sound professional decisions based on practical, pedagogical, and ethical criteria. Teacher candidates develop leadership skills and contribute to the profession and to society. The Education major is sequential and culminates with the 14-week student teaching semester — EDUC 389 Student Teaching (3.0 credits) and capstone courses — EDUC 381 Senior Seminar (.5 credits) and EDUC 385 Issues in Education (.5 credits). To ensure depth, breadth, and mastery in their licensure areas, students majoring in Education must also major in their content licensure areas. If a student elects an Education major, a major in one of the following content areas is also required: English, Mathematics, Biology, Chemistry, Physics, Theater, Art, French, German, Spanish, Latin. 

The Education Department also supports two stand-alone majors: a BA in Social Studies Education and a BM in Music Education. 

Most Education majors choose employment as educators in K-12 (kindergarten through grade 12) classrooms in the U.S. or abroad. Many also attend graduate school in special education, counseling, or related human services fields. Among baccalaureate - liberal arts institutions, St. Olaf ranks sixth in the nation in the number of graduates who earn Ph.D.s in education.

Intended Learning Outcomes for the Major

Overview of the Educational Studies Concentration

The Educational Studies Concentration offers students from all areas of the liberal arts an opportunity to strengthen their program of study with selected courses that focus on issues of education. The concentration does not lead to teaching licensure. Educational Studies provides important foundational work toward achieving a number of post-baccalaureate goals including various vocations (e.g., management, arts education, coaching, environmental education, youth ministry, classroom teaching, teaching English abroad) and service opportunities (e.g., Peace Corps, Lutheran Volunteer Corps, AmeriCorps, Fulbright, etc.).

The Educational Studies Concentration — TEFL Certificate track is for students seeking a Teaching English as a Foreign Language certificate. (NOTE that proof of obtaining the TEFL "certificate" is listed on student transcripts. There is no actual "certificate" generated.)

The requirements for the concentration include core courses within the Education Department and interdisciplinary elective options.

Intended Learning Outcomes for the Concentration

Overview of the Teacher Education Program

The St. Olaf Teacher Education Program is approved by the Minnesota Professional Educator Licensing and Standards Board (PELSB) to recommend its graduates for teaching licensure in Minnesota. To be eligible for a teaching license through St. Olaf, students must meet the PELSB requirements of their teaching content area (English, mathematics, music, social studies, etc.), complete a major in this same content area (except for ESL licensure candidates), complete all B.A. or B.M. requirements (including a graduation major), and complete all required Education courses and experiences (see requirements tab).

The Higher Education Act, Title II, Section 207, requires all institutions that prepare teachers to report pass rates on state licensing tests. In Minnesota, teacher candidates are required to pass tests in pedagogy and content area. Testing requirements may differ for students seeking licensure in other states; students should contact Rosie Pfarr-Baker, Director of Field Experiences and Licensure, for assistance in working with the teacher licensure agency in those states.

Note: Because of periodic changes in licensure requirements, students should maintain frequent contact with the Education Department regarding their program.

The requirements of the social studies education major and music education major are described elsewhere in this catalog.

St. Olaf offers these licenses in education:

  1. Secondary school teaching (grades 5-12) in the following academic areas: communication arts and literature (English, communications); mathematics; science 9-12 (biology, chemistry, physics) and 5-8 general science; social studies (economics, history, geography, political science, psychology, sociology/anthropology)
  2. Kindergarten-grade 12 in the following academic areas: English as a second language (ESL); music (vocal/classroom, instrumental/classroom); theater; visual art; world languages (French, German, Latin, Spanish)

St. Olaf does not offer an elementary (K-6) classroom teaching license. Students may begin to work toward their license while studying at St. Olaf and complete the requirements after graduation at several different institutions. Contact Robert McClure, Associate Professor of Practice in Education, for further information.

Student Teaching Opportunities

Student Teaching Locally

Students indicate preferences for student teaching placement areas that are within a 60-mile radius of St. Olaf. The college has collaborative arrangements with over a dozen school districts in urban, suburban, and rural settings. A vehicle or access to public transportation is needed for transportation to the school.  Students are not permitted to student teach in their home schools. 

Student Teaching Abroad

Students may apply to student teach in India. Students must apply for a student teaching abroad placement by Oct. 1 one year in advance of the academic year in which the placement will be made. Applicants are screened by the Director of Student Teaching Abroad. Applicants must carry a minimum overall and content area GPA of 3.3. In addition to all other requirements for student teaching, students must be recommended by the chairs of their content area department(s) and the Education Department and have exemplary portfolios. These placements meet all the requirements for Minnesota licensure. Offered annually in the fall semester. Contact Elizabeth Leer, Director of Student Teaching Abroad, for further information. 

Student Teaching in Arizona

A limited number of students can student teach in Tucson, Arizona. Although the majority of K-12 students are Mexican-American and are multilingual, a knowledge of the Spanish language is not necessary. Applicants must carry a minimum overall and content area GPA of 3.3. Contact Rosie Pfarr-Baker, Director of Field Experiences and Licensure, for further information.

Student Teaching in Chicago

Students can student teach in Chicago, IL through the Chicago Semester program. Students participating in Chicago Semester are placed with mentor teachers in Chicago Public Schools who are committed to urban education. Applicants must carry a minimum overall and content area GPA of 3.3. Contact Rosie Pfarr-Baker, Director of Field Experiences and Licensure, for further information.

Requirements for the Education Major (9.5 credits)

EDUC 231Understanding Substance Abuse (0 credit)0.00
EDUC 272Counseling and Communication in Schools (0.50)0.50
EDUC 290Educational Psychology1.00
EDUC 291Instructional Technology (0 Cr)0.00
EDUC 330Principles of Education, K-121.00
EDUC 374Reading in the Content Area (0.50)0.50
EDUC 375Differentiated Instruction for Exceptional Learners (0.50)0.50
EDUC 378Multicultural Education in Hawaii: Seminar and Practicum (off-campus)1.00
or EDUC 379 Urban Education Practicum and Seminar (off-campus)
EDUC 3XX Special Methods (varies by content area)1.00
EDUC 381Senior Seminar (0.50)0.50
EDUC 385Issues in Education (0.50)0.50
EDUC 389Student Teaching (3.0)3.00
Total Credits9.5

Requirements for the Educational Studies Concentration (5.5 credits)

Up to a maximum of two courses either taken off-campus with non-St. Olaf faculty or transferred from other instiutions may be included in the concentration. Not more than one course graded S/U may count toward the concentration. A minimum overall GPA of 2.7 is required for this concentration to be awarded. 

Concentration Core Courses2.50
Foundations in Education
Counseling and Communication in Schools (0.50)
Educational Psychology
Extensive Interim Field Experience
Select one of the following:1.00
Urban Schools and Communities (off-campus)
Exploring Teaching (off-campus) (offered odd years)
Multicultural Education in Hawaii: Seminar and Practicum (off-campus) (offered even years)
Electives
Select 2 credits of the following with an educational or social/cultural theme:2.00
American Racial and Multicultural Literatures
Children's and Young Adult Literature
Family Relationships
Media and Screen Cultures
World Music
Principles of Psychology
Conditioning and Learning
Developmental Psychology
Race and Class in American Culture
Introduction to Women's and Gender Studies
Total Credits5.5

TEFL Certificate Track

Core Courses2.50
Teaching and Learning English Grammar (0.50)
Second Language Acquisition
Foundations in Education
Extensive Interim Field Experience1.00
Exploring Teaching (off-campus) (offered odd years)
Electives
Select 2 credits of the following with an educational or social/cultural theme:2.00
American Racial and Multicultural Literatures
Children's and Young Adult Literature
Family Relationships
English Language and Linguistics
Media and Screen Cultures
World Music
Principles of Psychology
Conditioning and Learning
Developmental Psychology
Race and Class in American Culture
Introduction to Women's and Gender Studies
Total Credits5.5

Teacher Education Program Requirements and Procedures 

Overall Requirements for a Teaching License and Admission Criteria

Education courses and field experiences have been aligned to meet all of the Minnesota PELSB standards for licensure. In order to be recommended for licensure by St. Olaf College, students must meet all of the requirements and make regular progress through transition points in the program. Transitions require approval by the Education Department faculty.

The licensure process and criteria are described below. Consult Education Department faculty for further information and clarification.

Overview of Licensure Process and Assessment Model Transition Points

  1. Applicant to Candidate:
    • Carry a minimum overall and content area GPA of 2.7 to enter Teacher Education Program

    • Participate in initial interviews with education and content area faculty

    • Obtain approval of Teacher Education Application

    • Earn a B or better in EDUC 290

    • Receive rating of "Basic" or better on Disposition Assessments and Field Experience Evaluations

    • Successfully complete 20 hours field experience in EDUC 290

    • Meet Standards of Effective Practice (SEP) standards in EDUC 290

    • Successfully complete other content-area requirements (e.g., entrance into music program, interview with world language faculty member)

  2. Candidate to Student Teacher:
    • Maintain a minimum overall and content area GPA of 3.0

    • Earn a B or better in all education courses

    • Receive rating of "Basic" or better on all Disposition Assessments and Field Experience Evaluations

    • Successfully complete advanced field experience(s) in EDUC 330 and other courses

    • Complete an Interim field experience in a diverse classroom setting  (minimum of 80 hours)

    • Complete a minimum 120 hours total of field experience

    • Meet SEP standards embedded in all education courses

    • Successfully complete Candidate Portfolio and Presentation, which provides evidence of meeting SEP standards, to education faculty members

    • Take all Pedagogy and Content licensure tests

  3. Student Teacher to Minnesota teaching license:
    • Earn a B or better in all education courses

    • Receive rating of "Basic" or better on all Disposition Assessments and Field Experience Evaluations

    • Successfully complete student teaching

    • Successfully complete the edTPA assessment

    • Present evidence demonstrating competency in all Minnesota content area standards to education faculty members

    • Meet SEP and content standards embedded in student teaching

    • Participate in exit interview with the Director of Field Experiences

    • Complete Minnesota teaching license application

    • Pass all licensure tests

Students at each transition point must also meet the following requirements:

  • Receive approval of the Dean of Students Office

  • Demonstrate speech and writing proficiency in English

  • Maintain a satisfactory health record

  • Pass criminal background checks as needed

Required Courses, Clinical Field Experiences, and Sequence

Content area requirements for individual licensure areas can be accessed at this link on the Education Department website: http://wp.stolaf.edu/education/licenses/

First Year
Informational sessions are offered during Week One orientation and in April prior to registration in the spring. Students are encouraged to focus on their general education requirements and their prospective teaching major.
EDUC 170Urban Schools and Communities (off-campus) (recommended elective course; offered during Interim) 11.00
Sophomore Year
Candidates are encouraged to focus on their general education requirements, their content area major, a second teaching area, such as ESL (English as a Second Language), and multicultural experiences. Students generally apply to the teacher education program in their sophomore year, and planning with faculty members of the Education Department and their content area is required.
EDUC 170Urban Schools and Communities (off-campus) (if not take in first year; offered during Interim)1.00
EDUC 231Understanding Substance Abuse (0 credit)0.00
EDUC 290Educational Psychology1.00
Junior Year
Most students apply to the teacher education program prior to their junior year. Courses are sequenced.
EDUC 231Understanding Substance Abuse (0 credit) (if not taken in sophomore year)0.00
EDUC 272Counseling and Communication in Schools (0.50)0.50
EDUC 290Educational Psychology (if not taken in sophomore year)1.00
EDUC 291Educational Technology (0 credit) (taken concurrently EDUC 330)0.00
EDUC 330Principles of Education, K-12 (after EDUC 290, before special methods)1.00
EDUC 374Reading in the Content Area (0.50) (after EDUC 330)0.50
EDUC 375Differentiated Instruction for Exceptional Learners (0.50)0.50
an EDUC Interim course1.00
EDUC 3XX: Special Methods of Teaching (in content area) (after EDUC 330, before student teaching)1.00
Senior Year
Students may register for student teaching (EDUC 381, 382, 385, 389) in fall or spring semester; no other courses may be taken during student teaching. Students may also student teach post graduate, in which case EDUC 3XX: Special Methods of Teaching should be taken senior year.
EDUC 272Counseling and Communication in Schools (0.50)0.50
EDUC 374Reading in the Content Area (0.50) (if not taken in junior year)0.50
EDUC 375Differentiated Instruction for Exceptional Learners (0.50) (if not taken in junior year)0.50
an EDUC Interim course (if not taken in junior year)1.00
EDUC 3XX: Special Methods of Teaching (in content area) (if student teaching post graduate)1.00
EDUC 381Senior Seminar (0.50)0.50
EDUC 382Human Relations (0 Cr) (experiential component met in required Interim course)0.00
EDUC 385Issues in Education (0.50)0.50
EDUC 389Student Teaching (3.0)3.00
Post Graduate
Students are eligible for a reduced tuition charge for an additional semester to complete student teaching. 2
EDUC 381Senior Seminar (0.50)0.50
EDUC 382Human Relations (0 Cr) (experiential component met in required Interim course)0.00
EDUC 385Issues in Education (0.50)0.50
EDUC 389Student Teaching (3.0)3.00
 
 

EDUC 170: Urban Schools and Communities (off-campus)

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 Interim is spent back on campus discussing the experience. P/N only. Preference given to first-year students but all students may apply. Offered during Interim. Apply through the Education Department. Also counts toward race and ethnic studies major and concentration.

EDUC 200: Intercultural Communication in Context (Abroad)

Intercultural Communication in Context combines a pre-departure reading/reflection assignment, 3 weeks abroad with one of three CIEE programs, and a final week of on-campus class, that draws upon the off-campus learning content and applies intercultural communication theory and reflective practices. Students reflect on their experiences abroad, discuss global systems that connect learning in each context, and engage in discussions of movements and identities across borders.
Prerequisites: none for Intercultural Communication course; prerequisites for CIEE courses will vary by course.

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 in the second-half of the spring semester. Also counts toward linguistic studies 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 Langauge learners. Offered annually in the fall semester. Required for ESL licensure and TEFL certificate. Also counts toward linguistic studies concentration.
Prerequisite: FYW.

EDUC 260: Foundations in Education

This introductory course addresses the educational experience in the United States with specific focus on the experience of non-dominant groups within the U.S. Students examine the philosophy, history, politics, and sociology of the U.S. educational system. Topics are addressed through a central text as well as current literature and supplementary readings, highlighting the interaction of schools and communities. Students gain practical experience in an educational setting through a required field experience. In a final project, students develop and express their own philosophy of education based on their particular area of interest. Required 20-hour field experience. Offered annually. Also counts toward race and ethnic studies major and concentration.

EDUC 270: Exploring Teaching (off-campus)

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 Interims, odd years. Counts as the Interim requirement for the non-licensure and TEFL certificate education concentration. Also counts toward management studies concentration.
Prerequisite: EDUC 260 or EDUC 290.

EDUC 272: Counseling and Communication in Schools (0.50)

Prospective teachers learn strategies to use when communicating with students who are experiencing personal difficulties. Communication with parents, family members and other professionals who have a vested interest in the students' well-being is emphasized. Professional ethics and liability are major components of the course, and role playing is used to help students develop communication expertise. Topics include confidentiality, professional liability and boundaries, crisis intervention, abuse and neglect, mental health, and reporting and making referrals. Recommended sophomore or junior year. Offered each semester.
Prerequisite: EDUC 260 or EDUC 290 or permission of instructor.

EDUC 290: Educational Psychology

Students study theories of and research into human behavior, growth, and development. Through lectures, discussions, case studies, and field experiences, students analyze the impact of applied psychology upon schools, teachers, and students. Students also examine the interaction between individual characteristics and needs and political, economic, and philosophical issues confronting contemporary American students. Required 20-hour field experience. Recommended to be taken sophomore year to begin the licensure sequence. Offered each semester. Also counts toward management studies concentration.

EDUC 291: Educational Technology (0 credit)

In this course students learn about effectively integrating technology into classroom instruction. This course meets for three evening sessions in a computer laboratory setting. Students are required to take this course concurrently with EDUC 330. P/N only. Offered each semester.

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.
Prerequisites: EDUC 260 or EDUC 290 or permission of instructor.

EDUC 294: Academic Internship

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 in the first-half of the spring semester. Also counts toward linguistic studies concentration.
Prerequisites: EDUC 330 or permission of instructor.

EDUC 330: Principles of Education, K-12

This course is designed to assist students in developing their own teacher style as they prepare to become full-time teachers. Topics include the roles and responsibilities of teachers, methods of instruction, planning, classroom management, assessment and reporting and other current educational issues. Through micro-teaching and school-based field experiences, they also practice instructional skills and techniques. Required 20-hour field experience. Open to juniors and seniors only. Offered each semester.
Prerequisite: EDUC 290 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 260 or EDUC 290 or permission of instructor.

EDUC 341: Teaching of Visual Art, K-12

This course provides practical information specifically relevant to the field of visual arts and art education. Students learn basic concepts about child growth, developmental stages, learning styles, and varied classroom approaches. They participate in classroom observations and practical applications of classroom activities, prepare units of instruction, and microteach. Topics include arts advocacy, interdisciplinary instruction, assessment, and teaching art history. Required field experience component. Offered periodically in the spring semester.
Prerequisite: EDUC 330.

EDUC 344: Service/Learning in City and Refugee Camp Schools, Djibouti (abroad)

In this course, students develop cultural and educational competency in the country of Djibouti, a traditional Somali homeland with deep ties to Minnesota. Students learn about Somali language, culture, and educational approaches, as well as migration push/pull factors and causes and effects of trauma. Other topics include ethics of service and interculturally sensitive practice. The bulk of time consists of volunteer service in schools in Djibouti City and Ali Addeh Refugee Camp. Offered alternate years during Interim. Apply through International and Off-Campus Studies.
Prerequisite: open to juniors and seniors, with priority to alums of EDUC 290.

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 field experience component. Offered annually in the spring semester. Also counts toward linguistic studies 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 annually in the fall semester.
Prerequisite: completion of BTS-T or permission of the instructor.

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 annually in the 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 annually in the spring semester. Also counts toward linguistic studies concentration.
Prerequisite: EDUC 330.

EDUC 349: Teaching of Latin, K-12

This course introduces students to teaching Latin in grades K-12. Theories, methods, issues, and trends are examined. Other topics include curriculum development and textbook, computer and audio visual resources. Arranged with Classics and Education chairs and the Latin instructor. Required field experience component. Offered periodically.
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 field experience component. Offered annually in the spring semester.
Prerequisite: EDUC 330.

EDUC 352: Methods in EAL and World Language Instruction

This course provides a foundation in language education methods for K-12 ESL and K-12 World Language licensure. It is designed to provide the necessary knowledge base for students preparing to teach ESL and/or world languages in the schools. This base includes both theoretical background and practical strategies for planning and carrying out an effective language education program in ESL or World Languages. Required 20-hour field experience component. Offered annually in the spring semester. Also counts toward linguistic studies concentration.
Prerequisites: EDUC 250 and EDUC 330.

EDUC 353: Teaching of World Languages, K-12

This course provides the basic professional knowledge and skills needed for successful entry into the field of modern language teaching. Through readings, class discussions, and active participation in teaching situations, students become familiar with both the theory and the practice of language teaching and are introduced to the issues faced by the profession at large in the beginning of the 21st century. Required field experience component. Offered in the fall semester of the 2019-20 academic year; beginning in the 2020-21 academic year, offered annually in the spring semester. Also counts toward linguistic studies concentration.
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. Optional 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. Required 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 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 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 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 375: Differentiated Instruction for Exceptional Learners (0.50)

Future teachers identify and acquire skills to serve exceptional students more effectively in the general education classroom. Students read and discuss to expand their knowledge of the broad spectrum of resources available for students with disabilities, second language learners, and those labeled "at-risk." Historical perspectives as well as inclusion, collaboration, curriculum development, and other current topics are included. Offered each semester.
Prerequisite: EDUC 290 or permission of instructor.

EDUC 378: Multicultural Education in Hawaii: Seminar and Practicum (off-campus)

Students examine the influence of race, class, and multiculturalism in American schools by participating as teachers' assistants and tutors in two distinctly different K-12 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 from which to examine race, ethnicity, power, and privilege in U.S. schools. Fulfills EDUC 382: Human Relations requirement. P/N only. Intended for educational studies concentrators and licensure students; cannot fulfill the Interim requirement for TEFL certification. Offered alternate Interims, even years. Apply through the Education Department. Also counts toward race and ethnic studies major and concentration.
Prerequisite: EDUC 260 and EDUC 290, or EDUC 330.

EDUC 379: Urban Education Practicum and Seminar (off-campus)

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 Interim 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. P/N only. Offered during Interim. Apply through the Education Department by Oct.15. Also counts toward race and ethnic studies major and concentration.
Prerequisites: EDUC 330 or permission of instructor.

EDUC 381: Senior Seminar (0.50)

Offered concurrently with student teaching, this course meets during and after 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 Interim 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 385: Issues in Education (0.50)

In this reflective capstone course, teacher candidates reflect upon the influences that technology, cultural diversity, personal health, and chemical abuse have upon schooling, home life, community stability, and, ultimately, their own students' achievement. Student teachers examine school governance and administration, finance, contemporary issues, and employment preparation. Students build upon student teaching to determine the essential knowledge and skills of educators as change agents and their future roles as first-year teachers. Student teachers 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 Interim. 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 his/her 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

Chair, 2020-2021 Interim and Spring

Elizabeth A. Leer

Associate Professor of Education

English education; reading; curriculum and instruction

Anne Breckbill

Adjunct Instructor in Education, Licensed Independent Clinical Social Worker, and Licensed Alcohol and Drug Counselor

chemical, emotional, and mental health education

Kimberly S. Briske

Adjunct Instructor in Education

technology education

Heather Campbell

Associate Professor of Education

ESL; reading; special education; Director of Assessment

Kris A. Cropsey

Visiting Instructor in Romance Languages - Spanish

Hispanic linguistics; sociolinguistics; second language acquisition; teacher education

Carolyn K. Duba

Adjunct Instructor in Education

Kyle J. Eastman

Adjunct Instructor in Education

Emily P. Gill

Adjunct Instructor in Education

Karna Hauck

Adjunct Instructor in Education

visual art; art education

Jennifer J. Hugstad-Vaa

Adjunct Assistant Professor of Education

Courtney A. Humm

Visiting Instructor in Education

social studies education; urban and multicultural education

Sharon J. Lane-Getaz

Associate Professor of Mathematics, Statistics, and Computer Science

statistics; statistics education

Ryota Matsuura

Associate Professor of Mathematics, Statistics, and Computer Science

mathematics education; algebraic number theory

Robert W. McClure

Associate Professor of Practice in Education

social studies; educational psychology; curriculum and instruction

Emily K. Mohl

Assistant Professor of Biology and Education

evolutionary ecology; plant-insect interactions; science education

Rebekah  A. Patterson

Adjunct Instructor in Education

Rosemary A. Pfarr-Baker

Instructor in Education

counseling; educational opportunity; Director of Field Experience and Licensure

Sarah E. Swan McDonald

Adjunct Instructor in Education

social studies

Jill A. Watson

Assistant Professor of Education

ESL; SLIFE education