|
 |
| Teaching and Learning (T&L) |
 |
Anderson, Baker, Barrentine, Chalmers, Chiasson, Combs, Gallo, Gourneau, Grabe, Guy, Hanley, Helgeson, Holdman, Ingwalson, Mahar, Olsen (Chair), Olson, Onchwari, Pearson, Smart, Tepper, Uhlenberg, Van Eck, Walker, Yearwood, J.
and Zidon
Licensing requirements for teachers are impacted by changes at the federal and state level. The following program descriptions are subject to change as new rules and regulations are implemented. It is imperative that all prospective and admitted students to teacher education maintain close and regular contact with their faculty advisors in order to ensure efficient progress toward their degrees.
The University of North Dakota has offered teacher education programs since its founding in 1883. The Department of Teaching and Learning is a comprehensive, accredited, undergraduate and graduate department of education. It supports a broad view of education and seeks to serve preservice and inservice teachers and other education personnel with intensive, intellectually challenging, integrated study.
The Department strives to model the kind of educational environment it is promoting in early childhood settings, elementary schools, middle schools and secondary schools. Students are encouraged to assume initiative and independence in their learning while developing personal and professional commitments and competence. To help meet this expectation, programs in the Department provide for personalized learning. The Department is particularly committed to active community participation in the formation of goals and policy at all levels of education, including Native American communities in their efforts to improve education and to classroom teachers committed to continuing their personal and professional learning.
Teacher education programs at the University of North Dakota are approved by the State of North Dakota Education Standards and Practice Board (ESPB) and accredited by the National Council for the Accreditation of Teacher Education (NCATE) and are in compliance with Title II, Higher Education Act reporting procedures. The University is accredited by the North Central Association.
Degree Programs
The Department offers degree programs at the undergraduate level in the preparation of early childhood, elementary, middle and secondary school teachers. Students studying elementary education are also able to pursue specialized study resulting in a double major in early childhood education or middle level education. Candidates interested in teaching at the secondary level pursue concentrated studies in the disciplines in which they desire to teach in addition to the professional education sequence leading to licensure. The Bachelor of Science in Education or the Bachelor of Science in Arts are all degree options, depending upon the field of study. At the present time, the following licensure areas are available:
| |
Biology |
Geography |
Science |
| |
Chemistry |
Geology/Earth
Science |
Social
Studies |
| |
English |
German |
Spanish |
| |
Fisheries
and |
Industrial
Technology |
Speech/Communication |
| |
Wildlife
Biology |
Marketing
Education |
Visual
Arts |
| |
French |
Mathematics |
Physics |
The appropriate sequences of courses and experiences for these majors are outlined under the specific departments offering the majors. Kindergarten through grade 12 majors are also available in music and physical education.
All teacher licensure programs require program admission. Please refer to the College of Education and Human Development listing for information regarding admission to teacher education, graduation and teacher licensure requirements, and other requirements of teacher education students.
B.S. ED. WITH MAJOR IN EARLY CHILDHOOD
EDUCATION
Required 125 credits (36 of which must
be numbered 300 or above, and 60 which must
be from a 4-year institution). Please see
an Early Childhood academic advisor for the most accurate
program planning. |
| |
I. |
General University Graduation Requirements
(see University GER listing). |
| |
II. |
EHD General Graduation Requirements (see
EHD listing). |
| |
III. |
The following Early Childhood Education
curriculum: |
| |
|
T&L 252 |
Child Development |
(3) |
| |
|
or |
|
| |
|
Psyc 250 |
Developmental Psychology |
(4) |
| |
|
T&L 286 |
Field Experience in Early Childhood Education |
(1) |
| |
|
T&L 310 |
Introduction to Early Childhood Education |
(3) |
| |
|
T&L 311 |
Observing and Assessing Child |
(3) |
| |
|
T&L 312 |
Home-School Relations |
(3) |
| |
|
T&L 313 |
Language Development & Emerging
Literacy |
(3) |
| |
|
T&L 314 |
Social & Emotional Development & Guidance |
|
| |
|
|
of Children |
(3) |
| |
|
T&L 315 |
Education of the Exceptional Student |
(3) |
| |
|
T&L 320 |
Infant/Toddler Development & Learning |
(3) |
| |
|
T&L 328 |
Survey of Children’s Literature |
(3) |
| |
|
T&L 335 |
Understanding Readers & Writers |
(3) |
| |
|
T&L 411 |
Primary Reading & Language
Arts |
(2) |
| |
|
T&L 433 |
Multicultural Education |
(3) |
| |
|
T&L 443 |
Math for Primary Grades |
(2) |
| |
|
T&L 451 |
Methods & Materials: Pre-Kindergarten |
(3) |
| |
|
T&L 453 |
Methods & Materials: Kindergarten |
(2) |
| |
|
T&L 454 |
Organization & Leadership
in Early Childhood |
|
| |
|
|
Education |
(2) |
| |
|
T&L 456 |
Pre-Kindergarten Seminar |
(1) |
| |
|
T&L 487 |
Student Teaching: Pre-kindergarten |
(9) |
| |
|
TEAM |
| |
|
T&L 410 |
Teaching Reading & Writing
in the Elementary School |
(3) |
| |
|
T&L 430 |
Social Studies in the Elementary School |
(3) |
| |
|
T&L 440 |
Math in the Elementary School |
(3) |
| |
|
T&L 470 |
Science in the Elementary School |
(3) |
| |
|
T&L 486 |
Field Experience |
(2) |
| |
|
T&L 487 |
Student Teaching |
(16) |
| |
|
T&L 488 |
Senior Seminar |
(1) |
MINOR IN EARLY CHILDHOOD EDUCATION
21 credits including: |
| |
|
T&L 286 |
Field Experience in Early Childhood Education |
(1)
|
| |
|
T&L 310 |
Introduction to Early Childhood Education |
(3) |
| |
|
T&L 311 |
Observation and Description of Children |
(3) |
| |
|
T&L 312 |
Home School Relations |
(3) |
| |
|
T&L 313 |
Language Development and Emerging Literacy |
(3) |
| |
|
T&L 320 |
Infant/Toddler Development and Learning |
(3) |
| |
|
T&L 451 |
Methods & Materials: Pre-K |
(3) |
| |
|
T&L 453 |
Methods & Materials: Kindergarten |
(2) |
B.S. ED. WITH MAJOR IN ELEMENTARY EDUCATION
Required 125 credits (36 of which must
be numbered 300 or above, and 60 which must
be from a 4-year institution) including: |
| |
I. |
General University Graduation Requirements
(see University GER listing). |
| |
II. |
General Education Requirements. |
| |
|
Communication — 9 credits |
| |
|
(English 110, 120 or 125) |
| |
|
Social
Sciences — 9 credits |
| |
|
From 2 departments including
Psyc 250 or T&L 252 (but not both); additional
credits of University General Education
courses from
Anthropology, Economics, Geography, Political Science,
Psychology (except 250), Sociology, or Indian
Studies. |
| |
|
Arts
and Humanities —9
credits |
| |
|
From 2 departments including, Fine Arts
150 required. |
| |
|
Math,
Science, Technology — 12
credits |
| |
|
Must be taken in at least 3 departments,
must include 2 science courses with corresponding
labs. Courses with labs must be chosen from
at least two different science areas: physical,
biological, earth and/or space studies. Mathematics
103 or a higher math course is required,
unless a qualifying score is achieved on the math
placement test. |
| |
|
This coursework may be
selected from the General Education course
list or from a combination
of such courses and T&L 470 science courses. Note that T&L courses do
not apply toward the General Education
Requirement. Students
must also demonstrate computer competence.
This can be done by gaining credit
in CSci 101 and 101T, IT 316, or T&L 390,
Technology for Teachers, or by demonstrating
competence
to designated faculty or staff. |
| |
III. |
Minor or Specialty Area: |
| |
|
Each student must have a minor or specialty
area consisting of 20 credits. Two courses
or a maximum of six credits may be transferred
from your GER to your minor or specialty area. Select
from: Anthropology, Art, Bilingual Education/ESL,
Early Childhood Education, Economics, English, Fine Arts, Foreign Language, Geography,
History, Indian Studies, Kindergarten Endorsement,
Literacy Education, Mathematics, Middle School, Music, Physical Education, Political Science,
Psychology, Science, Social Studies, Sociology,
Special Education, Technology Education or
Visual Arts. |
| |
IV. |
Introductory Courses: |
| |
|
T&L 330 |
Introduction to Teaching and Learning |
(3)
|
| |
|
Math 277 |
Mathematics for Elementary School Teachers |
(3) |
| |
|
T&L 315 |
Education of Exceptional Student |
(3) |
| |
|
T&L 328 |
|
|
| |
|
or |
|
|
| |
|
329 |
Children’s or Young Adult
Literature |
(3) |
| |
|
T&L 335 |
Understanding Readers and Writers |
(3) |
| |
V. |
Professional Education |
| |
|
TEAM: |
| |
|
T&L 410 |
Reading and Writing in the Elementary School
(TEAM) |
(3) |
| |
|
T&L 430 |
Social Studies in the Elementary School
(TEAM) |
(3) |
| |
|
T&L 440 |
Math in the Elementary School (TEAM) |
(3) |
| |
|
T&L 470 |
Science in the Elementary School (TEAM) |
(3) |
| |
|
T&L 486 |
Field Experience |
(2) |
| |
|
Additional Required Courses: |
| |
|
Art 460 |
Art for Elementary School Teachers |
(3) |
| |
|
Musc 243 |
Music for Elementary School Teachers |
(3) |
| |
|
or |
|
|
| |
|
Musc 443 |
Music Methods and Materials for Elementary |
|
| |
|
or |
School Teachers |
(3) |
| |
|
Musc 449 |
Music Education Special Topics |
(1-3) |
| |
|
PXW 305 |
Health and Physical Education |
|
| |
|
|
for Elementary School Teachers |
(3) |
| |
|
T&L 432 |
Classroom Management |
(3) |
| |
|
T&L 433 |
Multicultural Education |
(3) |
| |
|
FA 150 |
Introduction to the Fine Arts |
(3) |
| |
|
|
Elementary Education Electives
(Some courses have prerequisites.) |
(4) |
| |
|
T&L 487 |
Student Teaching: |
(10-16) |
| |
|
T&L 488 |
Senior Seminar |
(1) |
| |
|
One of the following options: |
| |
|
T&L 411 |
Primary Reading and Language Arts |
(2) |
| |
|
T&L 412 |
Intermediate Language Arts |
(2) |
| |
|
T&L 413/414 |
Assessing and Correcting Reading |
|
| |
|
|
Difficulties (2)/Corrective Reading Practicum |
(2) |
| |
|
T&L 415 |
Language Literacy Development of English |
|
| |
|
|
Language Learners |
(3) |
BILINGUAL EDUCATION/ENGLISH AS A SECOND
LANGUAGE ENDORSEMENT
Students who complete the courses listed below will be eligible for endorsement in Bilingual Education or English as a Second Language. Students must be certified to teach in Elementary, Middle Level or Secondary classrooms. |
| |
|
T&L 313 |
Language Development and Emerging Literacy |
(3) |
| |
|
T&L 415 |
Language Literacy Development of English |
|
| |
|
|
Language Learners |
(3) |
| |
|
T&L 433 |
Multicultural Education |
(3) |
| |
|
T&L 486 |
Field Experience: Bilingual & ESL |
(2) |
| |
|
Engl 209 |
Introduction to Linguistics |
(3) |
| |
|
Engl 370 |
Language and Culture |
(3) |
| |
|
Engl 419 |
Teaching English as a Second Language |
(3) |
| |
|
Six credit hours in a modern language. (Teachers planning to work with American Indian students should take appropriate American Indian languages.) Three elective credits in English chosen in consultation with adviser. (English 309 is recommended.) These requirements may be impacted by change at the federal and state level. |
B.S.ED. WITH COMBINED
MAJOR IN ELEMENTARY EDUCATION AND EARLY CHILDHOOD
Required 125 credits (36 of which must
be numbered 300 or above and 60 of which
must be from a 4-year institution) including: |
| |
I. |
General Education Requirements (see University
GER listing). |
| |
II. |
EHD General Graduation Requirements (see
EHD listing). |
| |
III. |
Elementary Education Curriculum as listed
above. |
| |
IV. |
The following Early Childhood Education
Curriculum: |
| |
|
T&L 286 |
Field Experience in Early Childhood Education |
(1)
|
| |
|
T&L 310 |
Introduction to Early Childhood Education |
(3) |
| |
|
T&L 311 |
Observing and Assessing Child |
(3) |
| |
|
T&L 312 |
Home School Relations |
(3) |
| |
|
T&L 313 |
Language Development and Emerging Literacy |
(3) |
| |
|
T&L 314 |
Social and Emotional Development and Guidance |
|
| |
|
|
of Children |
(3) |
| |
|
T&L 320 |
Infant/Toddler Development and Learning |
(3) |
| |
|
T&L 443 |
Math for Primary Grades |
(2) |
| |
|
T&L 451 |
Methods and Materials: Pre-Kindergarten |
(3) |
| |
|
T&L 453 |
Methods and Materials: Kindergarten |
(2) |
| |
|
T&L 454 |
Organization and Leadership in Early |
|
| |
|
|
Childhood Education |
(2) |
| |
|
T&L 456 |
Pre-Kindergarten Seminar |
(1) |
| |
|
T&L 487 |
Student Teaching: Pre-Kindergarten |
(9) |
| |
|
One elective course which deals with communication with adults, to be selected with adviser approval.
Total credits 37-39.
These requirements may be impacted by change at the federal and state level. |
Kindergarten Endorsement
Undergraduate students who wish a Kindergarten Endorsement but do not wish to complete the double major in elementary and early childhood education must take the following courses as part of 15 hours of required kindergarten coursework. In addition, they are required to student teach in a kindergarten classroom. |
| |
|
T&L 286 |
Field Experience in Early Childhood Education |
(1)
|
| |
|
T&L 310 |
Introduction to Early Childhood Education |
(3) |
| |
|
T&L 311 |
Observing and Assessing Child |
(3) |
| |
|
T&L 312 |
Home School Relations |
(3) |
| |
|
T&L 313 |
Language Development and Emerging Literacy |
(3) |
| |
|
T&L 453 |
Methods and Materials: Kindergarten |
(2) |
| |
|
T&L 487 |
Student Teaching |
(8) |
These requirements may be impacted by change at the federal and state level. |
B.S. ED. WITH COMBINED MAJOR IN ELEMENTARY
EDUCATION AND MATHEMATICS
Required 125 credits (36 of which must
be numbered 300 or above, and 60 of which
must be from a 4-year institution) including: |
| |
I. |
General Education Requirements (see University
GER listing). |
| |
II. |
EHD General Graduation Requirements (see
EHD listing). |
| |
III. |
Elementary Education Curriculum as listed
above. |
| |
IV. |
The Following Mathematics Curriculum: |
| |
|
Math 103 |
College Algebra or equivalent |
(3)
|
| |
|
Math 377 |
Geometry for Elementary Teachers |
(2) |
| |
|
|
Math Methods Electives |
(6) |
| |
|
T&L 498 |
Special Projects: Math Practicum |
(3) |
| |
|
BASIC Computer Programming |
(2) |
| |
|
Math Electives (T&L math
courses or math dept.) |
(10) |
| |
|
These requirements may be impacted by change
at the federal and state level. |
Middle Level Education
B.S. ED. WITH A DOUBLE MAJOR IN ELEMENTARY AND MIDDLE LEVEL EDUCATION
Required 125 credits (36 of which must be numbered 300 or above, and 60 of which must be from a 4-year institution) including: |
| |
I. |
General Education Requirements (see University GER listing).
The Integrated Studies Program is recommended. |
| |
II.
|
EHD General Graduation Requirements (see EHD listing). |
| |
III. |
Elementary Education Curriculum (see Elementary Education listing). |
| |
IV. |
The Following Middle Level Education (Grades 5-8) Curriculum: |
| |
|
T&L 341 |
Foundations of Middle Level Education |
(2)
|
| |
|
T&L 350 |
Development and Education of Young Adolescents |
(3) |
| |
|
T&L 390 |
Technology for Teachers |
(2) |
| |
|
T&L 409 |
Reading in the Content Areas |
(2) |
| |
|
T&L 465 |
Middle Level Curriculum and Methods |
(5) |
| |
|
T&L 486 |
Field Experience |
(1) |
| |
V. |
Subject Matter Areas of Concentration |
Students completing a double major in Elementary and Middle Level Education must take coursework in two content areas in addition to the Elementary and Middle Level major programs of study. These programs must be planned carefully between the student and the advisor in both programs of study to ensure that the requirements for teaching in the subject areas have been met. Examples of content areas include but are not limited to: English, mathematics, science, social studies, health, and technology education.
*These requirements may be impacted by changes at the federal and state level.
Middle level advisers have lists of courses that may be recommended or required in certain areas.
In this combined major program, courses in Middle Level Education fulfill elective requirements in Elementary Education. It is recommended that students complete eight weeks of student teaching in an elementary school and eight in a middle school setting. |
B.S. ED. WITH MAJOR IN MIDDLE LEVEL EDUCATION
Required 125 credits (36 of which must
be numbered 300 or above, and 60 of which
must be from a 4-year institution) including: |
| |
I. |
General Education Requirements (see University
GER listing).
The Integrated Studies Program is recommended. |
| |
II. |
EHD General Graduation Requirements (see
EHD listing). |
| |
III. |
The Following Middle Level Education (Grades
5-8) Curriculum: |
| |
|
T&L 325 |
Exploring Teaching in Secondary Schools |
(3)
|
| |
|
or |
|
| |
|
T&L 330 |
Introduction to Teaching and Learning |
(3) |
| |
|
T&L 315 |
Education of the Exceptional Student |
(3) |
| |
|
Admission to teacher education is required
for enrollment in all of the following courses: |
| |
|
T&L 341 |
Foundations of Middle Level Education |
(2)
|
| |
|
T&L 350 |
Development and Education of Young Adolescents |
(3) |
| |
|
T&L 390 |
Technology for Teachers |
(2) |
| |
|
T&L 409 |
Reading in the Content Areas |
(3) |
| |
|
T&L 432 |
Classroom Management |
(3) |
| |
|
T&L 433 |
Multicultural Education |
(3) |
| |
|
T&L 465 |
Middle Level Curriculum and Methods |
(5) |
| |
|
T&L 486 |
Field Experience |
(1) |
| |
|
A minimum of two methods courses in each area of concentration (see below) from the secondary education program and co-requisite field experience |
(8) |
| |
|
T&L 487 |
Student Teaching |
(16)
|
| |
|
T&L 488 |
Senior Seminar |
(1) |
| |
IV. |
Subject Matter Areas of Concentration |
B.S. ED. WITH A MAJOR IN MIDDLE LEVEL EDUCATION
In order to be considered a highly qualified teacher at the Middle Level, candidates must take coursework in two content areas in addition to the Middle Level major program of study. This program must be planned carefully between the student and the middle school advisor to ensure that the requirements for teaching in the subject areas have been met. Examples of content areas include but are not limited to: English, mathematics, science, social studies, health, and technology education.
*These requirements may be impacted by
changes at the federal and state level. |
MINOR IN MIDDLE LEVEL EDUCATION
The Middle Level minor is open to students majoring in a field which leads to teacher certification at the elementary or secondary level.
The following Middle Level Education (Grades
5-8) Curriculum is required: |
| |
|
T&L 315 |
Education of the Exceptional Student |
(3)
|
| |
|
T&L 341 |
Foundations of Middle Level Education |
(2) |
| |
|
T&L 350 |
Development and Education of Young Adolescents |
(3) |
| |
|
T&L 390 |
Technology for Teachers |
(2) |
| |
|
T&L 409 |
Reading in the Content Areas |
(2) |
| |
|
T&L 433 |
Multicultural Education |
(3) |
| |
|
T&L 465 |
Middle Level Curriculum and Methods |
(5) |
| |
|
T&L 486 |
Field Experience |
(1) |
| |
|
|
Total hours |
21 |
Students completing the Middle Level minor with a major in Elementary Education have exceeded the endorsement requirement for a highly qualified teacher (grade 7 or 8). Although, Elementary Education majors with a Middle Level minor will need to complete a major equivalence in a core academic subject. Students are encouraged to meet with the middle school advisor to ensure that the requirements for teaching in the middle school have been met.
Students completing the Middle School minor with a major in a Secondary Education academic area will be considered highly qualified in that core content area.
*These requirements may be impacted by
changes at the federal and state level. |
Secondary Education
Through a partnership with departments in the College of Arts and Sciences and the College of Business, candidates may seek secondary licensure in several areas. Requirements may vary depending upon the field of study, so candidates are advised to keep in close and regular contact with academic advisers from both Teaching and Learning and their academic discipline. Secondary education degrees are offered in science and social studies. Teacher licensure is also available in a number of disciplines upon completion of a bachelor’s degree in a related field in addition to the professional educational course sequence through the Department of Teaching and Learning. The following professional education sequence is required for most areas of licensure: |
Secondary Education Certification Preparation
Sequence
Course Sequence (30 credits minimum):Pre-admission: |
| |
|
T&L 325 |
Exploring Teaching in Secondary Schools |
(3)
|
| |
|
Admission to Teacher Education is required
for enrollment in all of the following courses: |
| |
|
T&L 345 |
Curriculum Development and Instruction |
(3)
|
| |
|
T&L 390 |
Special Topics |
(1-3) |
| |
|
T&L 350 |
Development and Education of the Adolescent |
(3) |
| |
|
*T&L 386 |
Field Experience, elective |
(1) |
| |
|
T&L 400 |
Methods and Materials |
(3) |
| |
|
T&L 401 |
School Science Safety |
(1) |
| |
|
T&L 433 |
Multicultural Education |
(3) |
| |
|
T&L 460 |
Microteaching |
(2) |
| |
|
T&L 486 |
Field Experience |
(1) |
| |
|
*T&L 495 |
Independent Study/Secondary Education |
(1-2) |
| |
|
**T&L 487 |
Student Teaching (16) |
|
| |
|
***T&L 488 |
Senior Seminar |
(1) |
| |
|
* |
Optional |
** |
To be accepted for student teaching, applicants must have a 2.75 GPA in their major and a 2.75 GPA overall in all coursework completed up to the time of application. Majors that require varied professional experiences complete 10 credits of student teaching. Students may enroll in several student teaching experiences to total 16 credits. |
*** |
Students enrolled in a discipline specific Senior Seminar need not enroll in T&L 488. |
**** |
Required for B.S. Ed. Science majors only and replaces the 390 requirement. |
|
B.S.ED. WITH MAJOR IN SCIENCE
Required 146 credits (36 of which must be numbered 300 or above and 60 of which must be from a 4-year institution) including:
|
| |
I. |
General Education Requirements (see University
GER listing). |
| |
II. |
EHD General Graduation Requirements (see
EHD listing). |
| |
III. |
The Following Science Curriculum: |
| |
|
A. |
Minimum of 24 semester hours in ONE of the four science areas (biology,
chemistry, physics or earth science) through completion of a minor |
(24) |
| |
|
B. |
Minimum of 12 semester hours in your choice of each of two other areas as
follows, plus a minimum of four semester hours in the fourth area |
(28)
|
| |
|
1.
|
Physics |
| |
|
|
211/211L
|
College Physics I & Lab |
(4)
|
| |
|
|
212/212L |
College Physics II & Lab |
(4) |
| |
|
|
253/253L |
University Physics III & Lab
(requires dept. approval to waive Calculus III) |
(4) |
| |
|
|
Or |
|
|
| |
|
|
213/213L |
College Physics III & Lab |
(4) |
| |
|
|
Or |
|
|
| |
|
|
251/251L |
University Physics I & Lab |
(4) |
| |
|
|
252/252L |
University Physics II & Lab |
(4) |
| |
|
|
253/253L |
University Physics III & Lab |
(4) |
| |
|
|
(requires departmental approval) |
|
| |
|
2. |
Chemistry |
|
|
| |
|
|
121/121L |
General Chemistry I & Lab |
(4) |
| |
|
|
122/122L |
General Chemistry II & Lab |
(4) |
| |
|
|
333/333L |
Introduction to Environmental, Clinical
& Forensic Analysis & Lab |
(4) |
|
|
3.
|
Earth Science |
|
|
| |
|
|
Phys 110/110L |
Introductory Astronomy & Lab |
(4) |
| |
|
|
Geol 101, 101L |
Introduction to Geology and Lab |
(4) |
| |
|
|
Or |
|
|
| |
|
|
Geol 102, 102L |
The Earth Through Time and Lab |
(4) |
| |
|
|
And |
|
|
| |
|
|
Geog 121/121L |
Global Physical Environment & Lab |
(4) |
| |
|
|
Or |
|
|
| |
|
|
Geog 134/134L |
Introduction to Global Climate & Lab |
(4) |
|
|
4. |
Biology |
|
|
| |
|
|
Biol 150/150L |
General Biology I & Lab |
(4) |
| |
|
|
Biol 151/151L |
General Biology II & Lab |
(4) |
| |
|
|
Biol 312 |
Evolution |
(4) |
| |
|
|
And |
|
|
| |
|
|
Biol 315 |
Genetics |
(4) |
| |
|
|
Or |
|
|
| |
|
|
Biol 332/332L |
General Ecology & Lab |
(4) |
| |
|
|
Or |
|
|
| |
|
|
Biol 336 |
Systematic Botony |
(4) |
| |
|
C. |
Minimum 8 credits of Math as follows: |
|
| |
|
|
Math 165 |
Calculus I |
(4) |
| |
|
|
Math 166 |
Calculus II |
(4) |
| |
|
D. |
Minimum of 3 semester hours of statistics selected from among the following: |
| |
|
|
Math 321 |
Applied Statistical Methods |
(3) |
| |
|
|
Or |
|
|
| |
|
|
Psyc 241 |
Introduction to Statistics |
(4) |
| |
|
|
Or |
Introduction to Business and Economic Statistics |
(3) |
| |
IV. |
T&L 401, School Science Safety |
(1)
|
B.S.ED. WITH COMPOSITE MAJOR IN SOCIAL
STUDIES
Required 125 credits (36 of which must be numbered 300 or above and 60 of which must be from a 4-year institution) including: |
| |
I. |
General Education Requirements (see University
GER listing). |
| |
II. |
The College of Education and Human Development
(see EHD listing). |
| |
III. |
The Following Curriculum: |
| |
|
Hist 101 |
Western Civilization I |
(3)
|
| |
|
Hist 102 |
Western Civilization II |
(3) |
| |
|
Hist 103 |
United States to 1877 |
(3) |
| |
|
Hist 104 |
United States Since 1877 |
(3) |
| |
|
Hist 220 |
History of North Dakota |
(3) |
| |
|
Hist elective 300 level or above |
(3) |
| |
|
Pols 115 |
American Government I |
(3) |
| |
|
Pols 116 |
State and Local Government |
(3) |
| |
|
Pols 220 |
International Politics |
(3) |
| |
|
Choice of one: |
| |
|
Pols
305 |
American Constitution—Governmental
Powers |
(3) |
| |
|
Pols 306 |
American Constitution—Civil
Liberties |
(3) |
| |
|
Pols 318 |
American Political Thought |
(3) |
| |
|
Geog 161 |
World Regional Geography |
(3) |
| |
|
Geog 262 |
Geography of North America |
(3) |
| |
|
Geog 419 |
Methods and Materials in Geographic Education |
(3) |
| |
|
Choice of one: |
| |
|
Geog 271 |
Map Use and Interpretations |
(3) |
| |
|
Geog 377 |
Quantitative Applications in Geog/lab |
(3) |
| |
|
Geog 471 |
Cartography and Computer-Assisted Mapping/Lab |
(3) |
| |
|
Geog 474 |
Introduction to Geographic Information
Systems |
(3) |
| |
|
Econ 201 |
Principles of Microeconomics |
(3) |
| |
|
Econ 202 |
Principles of Macroecnomics |
(3) |
| |
|
Econ 303 |
Money and Banking |
(3) |
| |
|
Choice of one: |
| |
|
Econ 210 |
Intro to Business and Economic Statistics |
(3) |
| |
|
Econ 330 |
Business and Economic History |
(3) |
| |
|
Econ 420 |
Economic Education |
(3) |
| |
|
*Electives (6 credits in one of the following
teaching areas): |
| |
|
Psyc 111 |
Introduction to Psychology |
(3) |
| |
|
Psyc 360 |
Introduction to Personality |
(3) |
| |
|
Soc 110 |
Introduction to Sociology |
(3) |
| |
|
and
choice of one: |
| |
|
Soc 306 |
Social Change |
(3) |
| |
|
Soc 335 |
The Family |
(3) |
| |
|
Soc 340 |
Sociology of Gender and Sex Roles |
(3) |
| |
|
Soc 361 |
Social Psychology |
(4) |
| |
|
Choice of one: |
| |
|
Anth 100 |
Introduction to Anthropology |
(3) |
| |
|
Anth 171 |
Introduction to Cultural Anthropology |
(3) |
| |
|
Anth 172 |
Introduction to Archaeology and World Prehistory |
(3) |
| |
|
Anth 200 |
World Prehistory |
(3) |
| |
|
and an Anth elective 300 level and above |
(3) |
| |
|
*Note: To teach any one of the electives
in North Dakota requires 6 credits in the
subject. |
Minor in Literacy Education (20 credits):
|
The Literacy Education minor is open to students majoring in a field which leads to teacher certification at the early childhood, elementary, middle or secondary level. Students must be admitted to the Teacher Education program. Students from related disciplines such as Communication Science and Disorders may also be admitted. The program consists of 20 credits, which consist of required and elective courses.The coursework meets the requirements for the North Dakota Reading Credential.
Note: T&L 335 does not count towards the minor for ECE and Elementary Education majors. T&L 335 should be taken early in the course sequence as it is a pre-requisite for more advanced reading courses. |
| |
|
Required Courses: |
| |
|
T&L 335 |
Understanding Readers and Writers
(for non ECE and El Ed majors) |
3
|
| |
|
T&L 409 |
Reading in the Content Areas |
3 |
| |
|
T&L 413 |
Assessing & Correcting Reading Difficulties |
2 |
| |
|
T&L 414 |
Corrective Reading Practicum |
2 |
| |
|
T&L 415 |
Language and Literacy Development of English
Language Learners |
3 |
| |
|
T&L 319 |
Intro to ED, LD, and C/DD |
3 |
| |
|
4-7 credits of Electives: |
| |
|
T&L 313 |
Language Development and Emerging Literacy |
3 |
| |
|
*T&L 328 or 329 |
Survey of Children’s Lit/ Young Adult Lit |
3 |
| |
|
*T&L 411 or 412 |
Primary or Intermediate Language Arts |
2 |
| |
|
T&L 590 |
Special Topics: Adolescent Literacy |
3 |
| |
|
T&L 486 |
Field Experience (in Literacy or ESL) |
2 |
| |
|
*course must be in addition to the required course for major |
Special Education
Minor in Special Education (20 credits)
The following two courses are required for a minor and should come before any subsequent courses: |
| |
|
*T&L 315 |
Education of the Exceptional
Student |
(3) |
| |
|
T&L 319 |
Introduction to DCD, ED, and LD |
(3) |
| |
|
For the minor, a minimum of 14 credits may be taken from several groups of courses which are described on the Special Education website available at www.und.edu/dept/tl/specedu/. In order to obtain teaching credentials in special education, students will need to complete additional coursework. Detailed descriptions of all programs and courses leading to the credentials, including prerequisites and course sequences are available on the Special Education website. |
Courses
252. Child Development. 3 credits. Study of the growth and developmental process through adolescence. A basis for understanding basic needs of the normal child and means of meeting them in the child’s home and community environment. F, S
286. Field Experience. 1 credit. Prerequisite: consent of instructor. Supervised tutorial or apprentice teaching experience in an early childhood, K-12 classroom, university or community setting approved by the program area. S/U grading. F, S
310. Introduction to Early Childhood Education. 3 credits. Corequisite: T&L 286. An overview of the early childhood education field, including an introduction to its historical roots; current theories, program models and issues; curriculum development; and typical and atypical development of young children. F, S
311. Observing and Assessing Children. 3 credits. Prerequisites: Admission to Teacher Education, and T&L 310. This course acquaints the student with a variety of ways of observing, recording, and analyzing the behavior and development of children. Assessment of children will be analyzed by looking at a variety of assessment activities that can be done with children. There will be a minimum of eight hours of field experience. F, S
312. Home School Relations. 3 credits. The course is an exploration of home-school relations. The content will include history, parental involvement in schools, parent-teacher conference, home visits, parent programs, and resources for parents.
313. Language Development and Emerging Literacy. 3 credits. Prerequisite: Admission to Teacher Education. This course examines both typical and atypical development of language and thought in children ages birth-8. Children’s emergent literacy is studied within the context of language development.There will be a minimum of eight hours of field experience. F
314. Social and Emotional Development and Guidance of Children. 3 credits. This course examines both typical and atypical social and emotional development in children ages 0-8 as a basis for understanding and working with children in educational settings. The course will also focus on child guidance and behavior issues affecting classroom climate. S
315. Education of Exceptional Students. 3 credits. An orientation course, especially for classroom teachers, stressing the identification, characteristics and educational problems of exceptional children. A field exercise is part of this course. F, S
319. Inclusive Strategies. 3 credits. An introductory course dealing with the etiology of conditions and the characteristics affecting individuals with emotional disturbance, learning disabilities, and cognitive/developmental disabilities within the general education classroom. Instructional approaches and service delivery models within the general education classroom will also be explored. F,S
320. Infant/Toddler Dev and Learning. 3 credits. This course is a study of the child’s growth and development from birth to 36 months. It will give the student a basis for understanding normal developmental needs of children and means of meeting them in the childrens’ home and community environments. S
325. Exploring Teaching in Secondary Schools. 3 credits. Prerequisite: Sophomore status (at least 30 credits). This course is designed for students exploring the profession of teaching in a secondary or middle school as a viable career choice for them. A classroom field experience is included in this course to provide the realities of the profession in making an informed decision. As an integral part of the Secondary Education Program Area, this course introduces students to the INTASC Principles which guide our preparation of teachers and the Portfolio Process, the program’s assessment tool. This course is also taken by students preparing for K-12 or middle school licensure. F,S
328. Survey of Children’s Literature. 3 credits. Prerequisite: Admission to the Teacher Education program. Students survey the broad range of literature written for children. Emphasis is placed on gaining familiarity with the multicultural aspects of literature, understanding the distinguishing characteristics of genre, developing visual literacy with respect to illustration, and acquiring the ability to evaluate literature, as well as its use, with an understanding of children’s developmental needs. F,S
329. Young Adult Literature. 3 credits. Discussion and critical evaluation of contemporary literature, both adolescent and adult, which is of interest to young adults, with an emphasis on fiction, drama, poetry, essays, and biographies. On demand.
330. Introduction to Teaching and Learning. 3 credits. An introduction to the study of education. The course explores how children differ, how society and schools respond to children’s differences, and how the social and political contexts of schooling affect children’s education. Students have the opportunity to visit schools, view films and videos related to education, to explore children’s literature, and to participate in role-playing, simulations, and peer teaching. F,S
335. Understanding Readers and Writers. 3 credits. Prerequisite: Admission to the Teacher Education program. This foundational course explores the developmental nature of literacy learning, the reading and writing processes, and the conditions for successful literacy learning. Holistic methods for assessing literacy are studied to understand individual language learners. F,S
341. Foundations of Middle Level Education. 2 credits. Prerequisite: Admission to Teacher Education. This course promotes understanding the needs of early adolescent students and of the interdisciplinary, collaborative teaching approaches associated with the middle school philosophy. The course addresses the components of organization. F
345. Curriculum Development and Instruction. 3 credits. Prerequisites: T&L 325 and admission to teacher education. A general curriculum development and instruction course designed for the undergraduate pre-service secondary teacher across all disciplines. It introduces and provides practice in planning, multiple instructional strategies, and methods of formal and informal assessment. It considers the impact of historical foundations, teaching philosophy, discipline standards, knowledge of diverse learners and special needs, and technology on curriculum development. F,S
350. Development and Education of the Adolescent. 3 credits. Prerequisites: T&L 325 and admission to teacher education. A comprehensive examination of the characteristics and behavior of the adolescent student with implications for curriculum and instruction in the junior/middle and high schools. Topics covered will be transition from childhood to adolescence, including cognitive development, self-concept, physiological changes, social needs and values, and values and attitudes of adolescents. This course will provide an understanding of the wide range of differences in developmental patterns of children and the influences of economic, sociological and psychological factors in development. F,S
386. Field Experience. 1 credit. Prerequisites: T&L 325 and admission to the professional program. Supervised tutorial or apprentice teaching, experience in an early childhood, K-12 classroom, university or community setting approved by the program area. Optional. S/U grading. F,S
390. Special Topics. 1-3 credits. May be repeated. *Other approved courses may meet this requirement. Prerequisite: admission to teacher education.
400. Methods and Materials. 3 credits. Prerequisites: T&L 325, 345 and admission to teacher education. Corequisite: T&L 486. Various teaching methods and strategies and the materials used in teaching in a subject area. Some offered F only; some F,S. See adviser. (Some Methods and Materials courses carry an academic department prefix and number. The number of methods courses required by a department may vary. Consult with an adviser.)
401. School Science Safety. 1 credit. Corequisite: T&L 400. Prepares students to plan for and communicate about a wide variety of classroom and laboratory safety issues. Health and safety issues are examined for the classroom teacher and the students in all science courses, including electrical safety, biological safety, chemical use, storage and disposal, legal issues, liability reduction and cost control are also addressed in detail. F
409. Reading in the Content Areas. 3 credits. This course addresses issues of using text, expository and narrative, within the content areas, i.e., science, social studies. Writing within the content area and across the curriculum are investigated. S
410. Teaching Reading and Writing in the Elementary School (TEAM). 3 credits. Prerequisites for elementary education majors: Admission to Teacher Education, T&L 315, 328 or 329, 330, 335, Math 277. Corequisites: T&L 430, 440, 470, 486. Prerequisites for early childhood majors: Admission to Teacher Education, T&L 310/286, 315, 328, 335 and 443. Corequisites: T&L 430, 440, 470, 486. In this course students learn strategic-based approaches to teaching and assessing reading and writing in the elementary school classroom with an emphasis on planning instruction that is child-centered, process-oriented and literature-based. F,S.
411. Primary Reading and Language Arts. 2 credits. Prerequisites: Admission to Teacher Education, T&L 335. Pre- or corequisite: T&L 328. This course explores a wide variety of developmentally-appropriate instructional practices for teaching primary level children multiple ways of communicating and experiencing language. This course emphasizes integrating reading, writing, speaking and listening as forms of creative and personal expression. Effective methods of teaching children to decode and encode print are studied. F,S
412. Intermediate Language Arts. 2 credits. Prerequisites: Admission to Teacher Education, T&L 335. Pre- or corequisite: T&L 328 or T&L 329. This course explores a wide variety of approaches to teaching reading and language arts to intermediate level children. Emphasis is placed on strategic reading and writing of non-fiction, multiple ways of using language for creative and personal expression, integrating the language arts across the curriculum, spelling, vocabulary development and critical literacy. F,S
413. Assessing and Correcting Reading Difficulties. 2 credits. Prerequisite: Admission to Teacher Education, T&L 335. The Corrective Reading Practicum (T&L 414) is required as corequisite with T&L 413. The focus of this course and practicum is to learn about current approaches to assessment and methods to assist students who arehaving difficulty with reading and writing. Observations, running records, interviews, and other evaluation procedures are used to learn about reader and writers, and these assessments are used to plan for instruction. SS
414. Corrective Reading Practicum. 2 credits. Prerequisite: Admission to Teacher Education, T&L 335. Corequisite to T&L 413. Applying the knowledge and skills learned in T&L 413, students in this practicum assess, plan for and teach children who are having difficulty with reading and/or writing. SS
415. Language and Literacy Development of English Language Learners (ELLs). 3 credits. This course addresses the foundations of teaching English language and literacy to ELLs and includes study of various approaches to ELL/bilingual education, methods of instruction, assessment of English language proficiency and development, and increasing the comprehensibility of academic content. S
421. Transition to Adult Life. 3 credits. The study of methods, curriculum, and assessment that encourage successful adult life for persons with disabilities. Topics include interagency cooperation, transition program planning and development, career awareness and development, and assessment of adaptive living skills. S
422. Development of the Gifted and Talented. 2 credits. Research and theory for understanding the development needs of the more able child in early childhood and in educational experiences. S
423. Assessment Program Planning/Special Needs Students. 3 credits. A study of the principles and practices of: (1) obtaining diagnostic information on school-related problems of a student; (2) assimilating this information and prescribing appropriate alterations based on continuous measurement data. F,S
425. Methods and Materials for Elementary Music. 3 credits. Overview of methods and materials in elementary music for music majors and minors. Includes experiences for the practical application of course content. F
428. Assistive Technology. 1 credit. An overview of the various forms of technology (e.g., communication boards, switches, software) that may be used to assist students with disabilities. F,SS
430. Social Studies in the Elementary School (TEAM). 3 credits. Prerequisites for elementary education majors: Admission to Teacher Education; grade of C or better in the following courses: T&L 330, 315, 328 or 329, 335, Math 103 or equivalent, and Math 277; GPA of 2.75 or better. Prerequisites also include Art 460, Music 243, 443 or 449, and PEX 300. Prerequisites for early childhood education majors: Admission to Teacher Education; grade of C or better in the following courses: T&L 310/486, 315, 328, 335 and 443; and GPA of 2.75 in the Early Childhood major. Corequisites: T&L 410, 440, 470, 486. To understand and analyze the different modes of teaching social studies, to gain the competencies necessary for organizing a unit in the social studies, to gain an understanding of the values and multiple perspectives inherent within the various teaching strategies, to develop a preferred perspective on the ideal nature of Social Studies education. F,S
432. Classroom Management. 3 credits. Prerequisite: Admission to Teacher Education. The purpose of this class is to study factors that influence classroom behavior and examine a variety of techniques that can be used in planning for positive classroom management. This course views classroom management from a humanistic position but does not assume a single method as the “best” approach. Students are expected to develop their own eclectic style during the course of this class. F,S,SS
433. Multicultural Education. 3 credits. Prerequisite: Admission to Teacher Education. This class takes an anthropological view of multicultural education. It will help students better understand students in culturally diverse classrooms as well as preparing them to teach about cultural diversity. This class examines several cultures but is particularly interested in Native Americans of North Dakota. F,S,SS
434. How Children Learn. 3 credits. How Children Learn is designed to investigate the dynamics of learning. The course will focus on ideas, research findings, issues and theories, as well as examining the effects of motivation, self-concept, social-ethnic concerns, group dynamics, teacher expectations, and other relevant issues. The focus is on the understanding, meaning, and experiences involved in growth, teaching, and learning. F
440. Math in the Elementary School (TEAM). 3 credits. Prerequisites for elementary education majors: Admission to Teacher Education; grade of C or better in the following courses: T&L 330, 315, 328 or 329, 335, Math 103 or equivalent, and Math 277; GPA of 2.75 or better. Prerequisites also include Art 460, Music 243, 443 or 449, and PEX 300. Corequisites: T&L 410, 430, 470, and 486. Prerequisites for early childhood majors: Admission to Teacher Education, T&L 433. Corequisites: T&L 410, 430, 470 and 486. TEAM Math is the required mathematics methods course for all undergraduate elementary education majors. Students explore how to facilitate the learning of mathematics in a constructivist environment through the use of investigations, manipulatives, technology, and holistic forms of assessment. Current trends in teaching mathematics are emphasized, with particular attention to documents created by the National Council of Teachers of Mathematics. F,S
443. Math for Primary Grades. 2 credits. Prerequisite: admission to Teacher Education. Math for Primary Grades focuses on curriculum and methods for teaching mathematics in kindergarten through the third grade. Students actively engage in projects and activities that help them develop a conceptual understanding of teaching mathematics in a cooperative and constructivist environment where children view themselves as as mathematicians. Emphasis is placed on the use of manipulative, problem solving activities and children’s literature in the planning and organizing of developmentally appropriate classroom activities and lessons. F,S
444. Math for Intermediate Grades. 2 credits. Math for Intermediate Grades is an elective course that focuses on curriculum and methods for teaching mathematics in grades four through six. The course focuses on teaching mathematics and understanding in a cooperative environment and involves participants in projects and activities that develop conceptual understanding. F
451. Methods and Materials: Pre-Kindergarten. 3 credits. Prerequisite: T&L 310 and admission to Teacher Education. Exploration of curriculum, methods and materials for use in pre-kindergarten educational settings. Includes selection of materials, creative environments, and planning for the individual needs of children within a group setting. There will be a minimum of eight (8) hours of activities in the field. F
453. Methods and Materials: Kindergarten. 2 credits. Prerequisite: T&L 310, 312, 313, 314 and admission to Teacher Education. Exploration of curriculum, methods, and materials for use in kindergarten settings. S
454. Organization and Leadership in Early Childhood Education. 2 credits. Prerequisite: Admission to Teacher Education or graduate. An investigation of patterns of administration, curriculum organization, spatial resources, and staffing in those early childhood settings serving children 0-8 years old. Topics will also include federal and state laws and emerging trends in preschool and primary education in the state, region, and nation. Sixteen (16) hours of field experience (shadowing a director/administrator) as a part of the class. S
456. Early Childhood Education Seminar. 1 credit. Prerequisite: T&L 451 and admission to Teacher Education. Corequisite: T&L 487. Taken in conjunction with pre-kindergarten student teaching. This seminar continues the exploration of curriculum, methods, and materials issues as they are presented in the particulars of the student teaching experience. F,S
460. Microteaching. 3 credits. Prerequisites: T&L 325, 345 and admission to teacher education. The focus of this course is to apply the educational theories learned in the foundational courses to pedagogy through peer teaching, field-based expereince, group interaction, video-taped presentations, related readings and other activities. The course emphasizes the continuing development of instructional planning, multiple instructional strategies, accommodations for diverse and special needs learners, and assessment of student learning within the context of knowledge of subject matter and adolescent development. Students should take this course the semester before student teaching. Regular grading. F,S
465. Middle Level Curriculum and Methods. 5 credits: Prerequisite: T&L 341. Corequisite: T&L 486. This methods course takes a hands-on approach to increasing understanding and application of the various methods and strategies for teaching early adolescent students. This course addresses techniques, strategies, materials, and a content area knowledge base necessary for promoting student learning and success in a middle school setting. S
470. Science in the Elementary School (TEAM). 3 credits. Prerequisites for elementary and early childhood education majors: Admission to Teacher Education; grade of C or better in the following courses: T&L 330, 315, 328 or 329, 335, Math 103 or equivalent, and Math 277; GPA of 2.75 or better. Prerequisites also include Art 460, Music 243, 443 or 449, and PEX 300. A survey of teaching strategies, materials, and resources appropriate for promoting science inquiry in elementary classrooms. F,S
471. Physical Science in the Elementary School. 2 credits. Hands-on approach to learning basic physical science topics such as electricity, sound, light, and force. Effective teaching strategies are also emphasized. F,S
472. Teaching Life Sciences in the Elementary School. 2 credits. Hands-on approach to learning basic biology topics such as cells, plants, animals, and ecosystems. Effective teaching strategies are also emphasized. F,S
473. Earth and Space Science. 2 credits. Hands-on approach to learning basic earth and space science topics such as erosion, plate tectonics, water quality, pollution, astronomy, planets, and the solar system. Effective teaching strategies are emphasized. SS
486. Field Experience. 1-4 credits. (Repeatable to 16). Prerequisites for elementary education majors: Admission to Teacher Education; grade of C or better in the following courses: T&L 330, 315, 328 or 329, 335, Math 103 or equivalent, and Math 277; GPA of 2.75 or better. Prerequisites also include Art 460, Music 243, 443 or 449, and PEX 300. Supervised tutorial or apprentice teaching experience in an early childhood, K-12 classroom, university, or community setting approved by the program area. S/U grading. F,S
487. Student Teaching. 4-16 credits. If repeated, Student Teaching would be taken in a different program area. Prerequisite: Permission of program. Provides student with the opportunity to assume the role of a classroom teacher in an educational setting under the supervision of a cooperating teacher and a University faculty member. S/U grading. F,S
488. Senior Seminar. 1 credit. S-U grading only. A discussion of problems, professional obligations, and careers in teaching. To be taken concurrently with or the semester prior to student teaching.
493. Workshop. 2-5 credits. (May be repeated to a total of 8 credits.) Special problems in Special Education; consideration of special problems of concern to the Special Education teacher and other educators. F,S
495. Independent Study. 1-4 credits, repeatable to 8. This course is designed for the interested student’s pursuit of an area of study not offered through regular courses. In addition, students can continue to pursue subject matter covered in courses in greater depth.
498. Special Projects. 1-8 credits. Course number reserved for committee approved proposals, independent study, special colloquia, or experimental courses.
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