Requirements for a Major or Minor in Education
Programs offered:
Elementary Education in grades K-8 (16.25 course credits),with one of the following areas of specialization:
• Pre-Primary, ages 3-kindergarten (5.0 course credits)
• Communication Arts/Literature, grades 5-8 (5.0 course credits)
• Mathematics, grades 5-8 (5.0 course credits)
• Science, grades 5-8 (6.25 course credits)
• Social Studies, grades 5-8 (5.0 course credits)
• World Languages (French, German, Latin, Norwegian, Russian or Spanish), grades K-8 (6.0 to 7.0 course credits)
Secondary/K-12 Education (7.5 to 9.0 course credits in
education) plus credits in each of the following areas
(see department pages for descriptions):
• Art, grades K-12
• Biology, grades 9-12
• Chemistry, grades 9-12
• French, grades K-12
• German, grades K-12
• Health, grades 5-12
• Latin, grades K-12
• Mathematics, grades 5-12
• Music (instrumental, vocal or dual), grades K-12
• Norwegian, grades K-12
• Physical Education, K-12
• Physics, grades 9-12
• Russian, grades K-12
• Spanish, grades K-12
Interdisciplinary Programs for Secondary Education:
• Business Education, grades 5-12 (10.5 course credits plus 8.0 course credits in education)
• Communication Arts/Literature licensure:
– Major in English, grades 5-12 (13.0 course credits plus 9.0 course credits in education)
– Communication major with Communication Arts/
Literature teaching licensure, grades 5-12 (13.0 course credits plus 9.0 course credits in education)
• General Science, grades 5-8 (8.0 course credits)
• Social Studies, grades 5-12 (13.0 credits plus 8.0 course credits in education)
Additional Opportunities for Elementary and Secondary/K-12:
Any teacher education candidate may add on any of these
specialty areas or licensure programs:
• Communication Arts/Literature, grades 5-8
• French, grades K-8
• German, grades K-8
• Latin, grades K-8
• Mathematics, grades 5-8
• Norwegian, grades K-8
• Russian, grades K-8
• Science, grades 5-8
• Social Studies, grades 5-8
• Spanish, grades K-8
• Program leading to licensure for Teachers of Parent and Family Education (see family and nutrition sciences)
• Preparation for teachers coaching sports (see physical education and health) (non-licensure program)
Faculty
| Susan Pierson Ellingson, chair | Karla J. Smart-Morstad |
| James E. Ellingson | Sara B. Triggs |
| Debra M. Grosz | Barbara J. Witteman |
| Patricia K. Gulsvig | Michael D. Wohlfeil |
| Marilyn J. Guy |
Interdisciplinary teaching programs are overseen by committees of faculty representing each of the departments involved:
Business Education Teaching Programs
Susan Pierson Ellingson, education, committee chair
Linda C. Keup, business, accounting and economics
Communication Arts/Literature Teaching Programs
Susan Pierson Ellingson, education, committee chair
Joan L. Kopperud, English
Donald E. Rice, communication studies and theatre art
Karla J. Smart-Morstad, education
David A. Sprunger, English
Fred B. Sternhagen, communication studies and theatre art
Science Teaching Programs
Susan Pierson Ellingson, education, committee chair
Heidi L.K. Manning, physics
Pamela S. Mork, chemistry
Krystle D. Strand, biology
Social Studies Teaching Programs
Linda L. Johnson, history, committee chair
Michael G. Bath, political science
Nicholas R. Ellig, sociology
Susan Pierson Ellingson, education
Patricia K. Gulsvig, education
Susan J. Larson, psychology
Ronald G. Twedt, business, accounting and economics
Mission Statement of the Department of Education
The purpose of the department of education is to prepare caring, competent, and qualified teachers who act in the best interests of the students they serve.
Five Key Propositions
1. Teachers must possess or acquire knowledge of their students.
2. Teachers must know the subjects they teach and how to teach those subjects to students.
3. Teachers must be responsible for managing and monitoring student learning.
4. Teachers must reflect regularly about their practice.
5. Teachers must understand their role in the context of the communities and society they serve.
In cooperation with other departments in the college, the department of education develops curricula and clinical experiences to enable prospective teachers to meet the Minnesota Board of Teaching Standards for Effective Practice. Within a liberal arts college, the department of education emphasizes both a broad base of knowledge across academic disciplines and a depth of knowledge in the discipline in which the student plans to teach. To ensure that Concordia teacher education programs are relevant for today’s schools, local K-12 teachers provide advice on policies and curricula. In addition, graduates and their employers assess how effectively graduates are prepared for their first teaching jobs. Because teachers wield great influence in the lives of children and youth, the department of education believes it is imperative that schools be provided with teachers who are professionally of the highest competence in subject-matter knowledge and effective teaching strategies, and who approach their profession with a clear sense of vocation.
The education department provides learning experiences that prepare students to achieve the following outcomes:
• understand the central concepts, tools of inquiry, and structures of the disciplines taught and be able to create learning experiences that make these aspects of subject matter meaningful for students
• understand how students learn and develop and must provide learning opportunities that support a student’s intellectual, social and personal development
• understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities
• understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills
• use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation
• be able to plan and manage instruction based upon knowledge of subject matter, students, the community, and curriculum goals
• understand and be able to use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the student
• be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community and actively seeks out opportunities for professional growth
• be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being
Honors Program
All students majoring in elementary education or obtaining licensure in secondary/K-12 education are eligible for the honors program in the education department. This program is designed for highly qualified teacher education students who wish to further their knowledge of the teaching and learning process. Students accepted for honors work will, under the supervision of a department of education faculty member, design and conduct a research project in a school setting. This project may be done in conjunction with the student teaching experience. Students in the honors program will write a formal paper, describing the research project and its implications for educators. A public presentation of the research will be given to departmental faculty and interested students in the spring of the senior year. The paper will be stored in the departmental archives.
In order to apply for the departmental honors program, interested students (1) must have completed all 300-level education course work, (2) possess a minimum overall GPA of 3.5, (3) possess a GPA of 3.8 or higher in their major, and (4) be recommended for honors work by a faculty member from the department of education. The application for the honors program should contain a description of the project, a tentative timeline for completion of the project, and must contain the name and signature of the faculty member supervising the project. This application should be submitted to the chair of the department of education no later than April 15 of the student’s junior year. Decisions regarding acceptance into the honors program will be made by May 1.
Students accepted into the honors program will be eligible for one course of education 480. The instructor for this course will be the faculty supervisor for the student’s project. This course may be taken in the summer before the senior year or may be taken as part of the normal class load during the senior year. (Enrolling in the summer will necessitate paying the normal summer school tuition for one course.)
We also encourage senior students with a GPA of 3.5 or higher to apply for membership in Pi Lambda Theta, an international honor society and professional association in education.
For further information regarding the application procedures and possible projects, make an appointment with a faculty member from the department of education.
Education Program Policies
Policies for admission to the teacher education program, retention in the program, admission to student teaching, and criteria for teaching licensure are described in this section. The Teacher Education Appeal Board serves as the appeal board for any adverse action in the admission and retention of students in the teacher education programs. Students must make a request in writing to the chair of the department of education for a hearing before the Teacher Education Appeal Board.
For admission to the teacher education program, students must:
1. Possess a GPA of 2.75 before enrolling in any course with an EDUC prefix.
2. Complete Education 210 — Foundations of K-12 Education with a grade of B- or higher or transfer an equivalent course.
3. Complete a clinical experience, receiving a favorable teacher evaluation, as part of Education 210 or provide evidence of completing a clinical experience under the supervision of another higher education institution.
4. Take Praxis I. Students who do not pass a portion of Praxis I should set up a meeting with Amy Sannes in the Academic Enhancement Center and bring your test scores.
5. Complete and submit an application admission to the teacher education program. The essay component must meet the criteria listed in the writing guidelines of the department of education.
6. Receive favorable recommendation from the Education 210 instructor.
If students transfer credit for Education 210, they may be recommended by any faculty in the department of education. The criteria on which students will be recommended are the following:
a. Oral and written communication skills
b. Knowledge of teaching as a discipline
c. Interest in and attitude toward the teaching profession
d. Responsibility, to include attendance, punctuality, due dates met, etc.
Students submit application materials to the department of education chair, who will act on the application and notify students in writing of the admission decision. Students who are not admitted may not register for additional education courses without permission of the department of education chair. Students who are not admitted to the teacher education program will be advised to seek academic assistance.
Each time students register for an education course, the department of education confirms the students’ GPA and that the students have been admitted to the program. Throughout students’ progress in the program, faculty assess students’ writing and speaking skills, assess their professional knowledge both in course assignments and in clinical settings, and recommend appropriate assistance for students who are not attaining a sufficient level of achievement. Students are required to have professional liability insurance for every clinical experience.
For admission to student teaching, students must:
1. Be admitted to the teacher education program.
2. Have current professional liability insurance.
3. Retain at least 2.75 cumulative GPA and a 2.75 GPA in the major/minor in which they wish to teach.
The elementary education major GPA will be computed on the courses with an education prefix (EDUC) that are required in the elementary education program. The major GPA in secondary/K-12 programs consists of the subject-area courses listed in the catalog for the teaching major and the relevant methods of teaching course(s). In addition, approved transfer courses and other elective courses in the elementary and secondary/K-12 teaching majors will be computed as part of the major GPA. With the exception of the special methods course(s), courses with an education prefix will not be computed as part of the secondary/K-12 major GPA, but will be calculated in the cumulative GPA.
4. Have no grades of F or I in education or other methods of teaching courses
5. Successfully complete sophomore- and junior-level clinical experiences with positive recommendations from college and classroom supervisors
6. Be endorsed by each department in which they have a teaching major
7. Achieve senior status
8. Successfully complete EDUC 399 — Orientation to Student Teaching
9. Pass all departmental proficiency and/or participation requirements
Students must be enrolled in EDUC 399 — Orientation to Student Teaching the semester before they plan to student teach. While students are enrolled in EDUC 399, the department of education conducts the departmental endorsement for each prospective student and informs the students of the decision to admit or not admit them for student teaching.
Student teaching is at least a 10-week assignment. Placements for student teaching are generally made within the Fargo-Moorhead area but may be made outside the Fargo-Moorhead area if necessary. All assignments are made by the department of education and are dependent upon availability of sites.
Students may teach in no more than two levels or two subjects during one student teaching assignment. All students must be supervised by Concordia College faculty during their student teaching experience. Students may complete additional student teaching experiences at another grade level, in another subject area, at a site providing a different cultural experience, or at an alternative education facility. Students are responsible for their own transportation and living expenses, tuition and honoraria for the classroom teacher(s).
The student teaching experience is evaluated by the student, the classroom teacher and the college supervisor. Student teachers are evaluated by the criteria published in “Concordia College Student Teaching Handbook: A Resource for Student Teaching.” The college supervisor is ultimately responsible for assigning the grade for student teaching. Additional policies regarding student teaching are also identified in the student teaching handbook.
To receive recommendation for licensure, students must:
1. Meet all criteria for admission to and retention in the teacher education program
2. Successfully complete appropriate clinical and student teaching experiences. Elementary education students must have field experiences at both primary and middle school grade levels; secondary education students must have field experiences at both middle school and senior high levels; and K-12 students must have field experiences at the elementary, middle school and secondary levels. Secondary education students must complete part of their student teaching experience in each content area in which they wish to be licensed.
3. Successfully complete all courses in their teaching major
4. Attain an overall GPA of at least 2.75 and major/minor GPA of at least 2.75
5. Pass all tests required by the State of Minnesota for licensure, presently the Praxis I and the Praxis II
Concordia College Candidates’ Pass Rates On Minnesota State Tests For Licensing Teachers
The Higher Education Act, Title II, Section 207 (1998) requires all institutions that prepare teachers to report their candidates’ pass rates on state licensing tests. In Minnesota, teacher candidates are required to pass the Pre-Professional Skills Test, which contains three subtests: reading, writing and mathematics. The pass rates for Concordia College teacher education candidates and the pass rates for all candidates in Minnesota for 2006-07 are given in the chart below.
| Number Taking Assessment |
Number Passing Assessment |
Institutional Pass Rate |
|
| Concordia College Candidates | |||
| Basic Skills | 87 | 85 | 98% |
| Professional Knowledge | 92 | 89 | 99% |
| Academic Content Areas | |||
| Elementary Education | 34 | 34 | 100% |
| Content Knowledge Music Content Knowledge |
20 | 20 | 100% |
| Minnesota Statewide Candidates | |||
| Basic Skills | 1802 | 1769 | 98% |
| Professional Knowledge | 2899 | 2859 | 99% |
| Academic Content Areas | |||
| Elementary Education Content Knowledge |
1317 | 1297 | 98% |
| Music Content Knowledge | 136 | 136 | 100% |
Contact the department of education for the most up-to-date information on licensure requirements.
Department Course Descriptions
Curriculum in Elementary Education
Elementary education majors must complete one of the following areas of specialization in addition to the elementary education curriculum in order to qualify for Minnesota licensure:
• Pre-Primary, ages 3-kindergarten
• Communication Arts/Literature, grades 5-8
• Mathematics, grades 5-8
• Science, grades 5-8
• Social Studies, grades 5-8
• World Languages (French, German, Latin, Norwegian, Russian or Spanish), grades K-8
See “Areas of Specialization” below for requirements in each of these areas.
Elementary education major (K-6) requires 10.25 course credits:
• EDUC 210 — Foundations in K-12 Education, 0.5 credit
• EDUC 221 — Teaching in the Middle School, 0.5 credit
• EDUC 322 — Children’s Literature, 0.5 credit
• EDUC 332 — Teaching in the K-6 Classroom, 0.5 credit
• EDUC 333 — Communication Arts in the K-6 / Middle Classroom, 1.0 credit
• EDUC 334 — Mathematics in the K-6 / Middle Classroom, 1.0 credit
• EDUC 336 — Social Studies in the K-6 / Middle Classroom, 1.0 credit
• EDUC 337 — Science in the K-3 Classroom, 0.5 credit
• EDUC 338 — Science in the 4-8 Classroom, 0.25 credit
• EDUC 359 — Kindergarten Education, 0.5 credit
• EDUC 399 — Orientation to Student Teaching, no credit
• EDUC 421 — Advanced Reading Methods, 0.5 credit
• EDUC 425 — Education of the Exceptional Child, 0.5 credit
• EDUC 439 — Human Relations, 0.5 credit
• EDUC 496 — Student Teaching, 2.5 credits
Additional required supporting courses for a major in elementary education (6.0 course credits):
• ART 201 — Art Education — Elementary, 1.0 credit
• BIOL 101 — General Biology, 1.0 credit OR
BIOL 301 — Vertebrate Biology, 1.0 credit AND
BIOL 122 — Evolution and Diversity, 1.0 credit
• MATH 102 — Fundamental Concepts of Modern Mathematics, 1.0 credit
• MUS 227 — Fundamentals of Music for Classroom Teachers, 0.5 credit
• PSYC 212 — Educational Psychology, 1.0 credit
• P ED 301 — Elementary Physical Education, 0.5 credit
• PHYS 215 — Physical Science, 1.0 credit
Areas of Specialization for Elementary Education Students
Elementary education majors must complete one of the following areas of specialization in addition to the elementary education curriculum in order to qualify for Minnesota licensure. Bold-faced courses are required in the elementary education curriculum and satisfy both the elementary education major and the area of specialization.
Pre-Primary (ages 3-kindergarten) requires 5.0 course credits:
• CFS 220 — Family Systems, 1.0 credit
• CFS 236 — Child Development, 1.0 credit
• CFS 336 — Parenting, 0.5 credit
• EDUC 358 — Introduction to Early Childhood, 0.5 credit
• EDUC 359 — Kindergarten Education, 0.5 credit
• EDUC 425 — Education of the Exceptional Child, 0.5 credit
• EDUC 439 — Human Relations, 0.5 credit
• EDUC 490 — Practicum in Early Childhood, 0.5 credit
Communication Arts/Literature (grades 5-8) requires 5.0 course credits:
• 1.0 course credit from the following:
– ENG 150 — Literature, Self and Society, 1.0 credit
– ENG 160 — Global Literature and Human Experience, 1.0 credit
• IOC 100 — Inquiry: Oral Communication, 1.0 credit
• COM 207 — Oral Interpretation, 1.0 credit
• 1.0 course credit from the following:
– ENG 227 — Foundations of Creative Writing, 1.0 credit
– ENG 315 — English Language, Historical and Analytical, 1.0 credit
• 1.0 course credit from the following:
– ENG 353 — American Literature: Beginnings to Realism, 1.0 credit
– ENG 355 — American Literature: Realism to Present, 1.0 credit
– ENG 365 — Writing of Women, 1.0 credit
– ENG 401 — Shakespeare and the English Renaissance, 1.0 credit
– ENG 410 — Individual Author, 1.0 credit
– ENG 441 — Theory and Practice of Criticism, 1.0 credit
Mathematics (grades 5-8) requires 5.0 course credits:
• MATH 102 — Fundamental Concepts of Modern Mathematics, 1.0 credit
• MATH 121 — Calculus I, 1.0 credit
• MATH 207 — Discrete Mathematics, 1.0 credit
• MATH 215 — Introduction to Probability and Statistics, 0.5 credit
• MATH 220 — Introduction to Geometry Concepts, 0.5 credit
• One additional mathematics or computer science course, 1.0 credit
Science (grades 5-8) requires 6.25 course credits:
• BIOL 121 — Vertebrate Biology, 1.0 credit
• BIOL 122 — Evolution and Diversity, 1.0 credit
• CHEM 111 — Survey of General Chemistry, 1.0 credit
• E SC 104 — Introductory Astronomy: The Solar System, 1.0 credit
• E SC 302, ENVR 302 — Geology, 1.0 credit
• PHYS 215 — Physical Science, 1.0 credit
• PHYS 216 — Physical Science II, 0.25 credit
Students with a strong science/math background will be encouraged to choose the general science grades 5-8 license. The requirements for the General Science teaching license, grades 5-8, are 8.0 course credits:
• BIOL 121 — Vertebrate Biology, 1.0 credit
• BIOL 122 — Evolution and Diversity, 1.0 credit
• CHEM 127-128 — General Chemistry I and II, 1.0 credit each OR
CHEM 137-138 — Honors Chemistry I and II, 1.0 credit each
• E SC 104 — Introductory Astronomy: The Solar System, 1.0 credit
• E SC 302, ENVR 302 — Geology, 1.0 credit
• PHYS 111-112 — General College Physics I and II, 1.0 credit each OR
PHYS 128-211 — Physics for Scientists and Engineers I and II, 1.0 credit each
Social Studies (grades 5-8) requires 5.0 course credits:
• 1.0 course credit from the following:
– HIST 111 — United States in Perspective to 1865, 1.0 credit
– HIST 112 — United States in Perspective since 1865, 1.0 credit
– HIST 131 — European History in Perspective to 1500, 1.0 credit
– HIST 132 — European History in Perspective since 1500, 1.0 credit
– HIST 151 — World in Perspective to 1500, 1.0 credit
– HIST 152 — World in Perspective since 1500, 1.0 credit
– HIST 313 — Black American History, 1.0 credit
– HIST 315 — Indians of North America, 1.0 credit
– HIST 316 — U.S. Women’s History, 1.0 credit
– HIST 318 — The Midwest: Local, State and Regional History, 1.0 credit
– HIST 319 — Colonial America, 1.0 credit
– HIST 344 — Women’s History in Cross-Cultural Perspective, 1.0 credit
• P SC 211 — U.S. Political System, 1.0 credit
• GEOG 201 — World Geography, 1.0 credit
• ECON 201 — Principles of Economics, 1.0 credit
• 1.0 additional course credit in economics, geography, history, political science, psychology or sociology.
World Languages
Students who complete this area of specialization are qualified to teach the language in grades K-8. All students (except those seeking licensure in Latin) must attain the intermediate-high level of oral proficiency as defined by the Minnesota Board of Teaching. Students demonstrate oral proficiency through an examination given by the respective language department. Students who do not attain the intermediate-high level must complete another area of specialization to be recommended for licensure. Specialization is possible in each of the following languages:
World Languages — French (grades K-8) requires 6.0 course credits:
• FREN 211 — Intermediate French I, 1.0 credit
• FREN 212 — Intermediate French II, 1.0 credit
• FREN 250 — Pre-May Seminar, 1.0 credit OR
FREN 255 — Pre-May Seminar, 0.5 credit
• FREN 311 — Intensive Oral and Written Communication, 1.0 credit
• FREN 331 — French Culture and Civilization, 1.0 credit
• FREN 340 — French Phonetics and Other Linguistics Issues, 0.5 credit
• EDUC 363 — FLES Methods of Teaching, 1.0 credit
World Languages — German (grades K-8) requires 6.0 course credits:
• GER 211 — Intermediate German I: Culture and Society through the Media, 1.0 credit
• GER 212 — Intermediate German II: Culture Through Literature, 1.0 credit
• GER 311 — Advanced Composition and Style, 1.0 credit
• GER 320 — German Cultural History in Overview, 1.0 credit
• GER 330 — Introduction to German Literature, 1.0 credit
• EDUC 363 — FLES Methods of Teaching, 1.0 credit
World Languages — Latin (grades K-8) requires 6.0 course credits:
• LAT 111 — Fundamentals of Latin I, 1.0 credit
• LAT 112 — Fundamentals of Latin II, 1.0 credit
• LAT 223 — Latin Prose, 1.0 credit
• LAT 224 — Vergil, 1.0 credit
• LAT 301 — Latin Language and Composition, 1.0 credit
• EDUC 363 — FLES Methods of Teaching, 1.0 credit
World Languages — Norwegian (grades K-8) requires 6.0 course credits:
• NORW 211 — Intermediate Norwegian I, 1.0 credit
• NORW 212 — Intermediate Norwegian II, 1.0 credit
• NORW 311 — Norwegian Conversation and Composition, 1.0 credit
• NORW 312 — Readings in Norwegian Literature with a Grammar Review, 1.0 credit
• NORW 380 — Either Special Topics, 1.0 credit OR
NORW 480 — Independent Study, 1.0 credit
• EDUC 363 — FLES Methods of Teaching, 1.0 credit
World Languages — Russian (grades K-8) requires 6.0 course credits:
• RUSS 112 — Beginning Russian II, 1.0 credit
• RUSS 211 — Intermediate Russian I, 1.0 credit
• RUSS 212 — Intermediate Russian II, 1.0 credit
• RUSS 250 — Pre-May Seminar, 0.5 credit
• 1.0 additional course credit in Russian
• EDUC 363 — FLES Methods of Teaching, 1.0 credit
World Languages — Spanish (grades K-8) requires 7.0 course credits:
• SPAN 211 — Intermediate Spanish I, 1.0 credit
• SPAN 212 — Intermediate Spanish II, 1.0 credit
• SPAN 321 — Composition and Conversation in Cultural Contexts, 1.0 credit
• SPAN 322 — Spanish Grammar in Context, 1.0 credit
• SPAN 341 — The Culture of Spain, 0.5 credit
• SPAN 361 — Latin American Views, 0.5 credit
• 1.0 additional course credit in Spanish, 200-level or above
• EDUC 363 — FLES Methods of Teaching, 1.0 credit
• A minimum of one semester of study abroad in a Spanish-speaking country is required.
Curriculum in Secondary/K-12 Education
Completion of the following education courses is required in order to be eligible for recommendation for Minnesota licensure to teach. These courses are in addition to those required by the major department (see individual major department for description).
Education Requirements for a Major in Secondary/K-12 education are 7.0 course credits plus departmental methods of teaching:
• EDUC 210 — Foundations in K-12 Education, 0.5 credit
• EDUC 221 — Teaching in the Middle School, 0.5 credit
• EDUC 350 — The Art and Science of Teaching, 0.5 credit
• EDUC 351 — Ecology of the Educational Setting, 0.5 credit
• Departmental methods of teaching (see individual major or program), 0.5 credit to 2.0 credits
• EDUC 399 — Orientation to Student Teaching, no credit
• EDUC 420 — Knowledge, Literacy and Inquiry, 0.5 credit
• EDUC 425 — Education of the Exceptional Child, 0.5 credit
• EDUC 439 — Human Relations, 0.5 credit
• Student Teaching, 2.5 credits
• PSYC 212 — Educational Psychology, 1.0 credit
Interdisciplinary Teaching Programs for Secondary Education
Business Education (teaching) for grades 5-12
To be eligible to complete this major, the student must be admitted to the teacher education program. The requirements for a business education major, grades 5-12, are 10.5 course credits plus 8.0 course credits in education.
• C SC 104 — Software Applications, 1.0 credit
• ACCT 155 — Principles of Accounting I, 1.0 credit
• ACCT 156 — Principles of Accounting II, 1.0 credit
• ECON 201 — Principles of Economics, 1.0 credit
• IBUS 210 — Introduction to International Business, 0.5 credit
• BUS 303 — Managerial Finance, 1.0 credit
• ENG 316 — Business Writing, 1.0 credit
• BUS 339 — Principles of Management, 1.0 credit
• BUS 351 — Principles of Marketing, 1.0 credit
• BUS 362 — Business Law, 1.0 credit
• BUS 415 — Management Information Systems, 1.0 credit
The secondary/K-12 requirements must be completed. The required special methods of teaching course is EDUC 373 — Methods of Teaching in Business Education, 1.0 course credit. EDUC 299 — Keyboarding Proficiency, no course credit, must also be completed concurrently with EDUC 373.
Communication Arts/Literature (teaching) for grades 5-12
Completion of a communication arts/literature program prepares students for licensure in the state of Minnesota to teach reading, writing, speaking, listening, media literacy and literature in grades 5-12.
Licensure is available for English teaching majors and communication studies teaching majors, following the tracks outlined below.
The requirements for an English major with communication arts/literature teaching license, grades 5-12, are 13.0 course credits plus 9.0 course credits in education:
• 5.0 course credits in literature foundations:
– ENG 220 — Human Values in British and American Literature, 1.0 credit
– ENG 230 — Introduction to Literary Scholarship, 1.0 credit
– 1.0 course credit in American literature:
ENG 353 — American Literature: Beginnings to Realism, 1.0 credit OR
ENG 355 — American Literature: Realism to the Present, 1.0 credit
– 1.0 course credit in British literature:
ENG 326 — British Literature: Medieval to Renaissance, 1.0 credit OR
ENG 336 — British Literature: The Restoration to Romanticism, 1.0 credit OR
ENG 346 — British Literature: Empire to Independence, 1.0 credit
– 1.0 course credit from a 400-level literature elective:
ENG 401 — English Shakespeare and the English Renaissance, 1.0 credit OR
ENG 410 — Individual Author, 1.0 credit OR
ENG 421 — Traditions in Literary Genre, 1.0 credit OR
ENG 439 — Film and Literature, 1.0 credit OR
ENG 441 — Theory and Practice of Criticism, 1.0 credit OR
ENG 451 — Approaches to Texts and Contexts, 1.0 credit OR
ENG 488 — Senior Capstone in Literature, 1.0 credit
• 2.0 course credits in language and writing:
– ENG 315 — English Language, Historical and Analytical, 1.0 credit
– 1.0 course credit from the following:
ENG 227 — Foundations of Creative Writing, 1.0 credit OR
ENG 316 — Business Writing, 1.0 credit OR
ENG 317 — News Writing, 1.0 credit
• 1.0 course credit in diversity:
– ENG 160 — Global Literature and Human Experience, 1.0 credit
– ENG 358 — Native American Literatures, 1.0 credit
– ENG 365 — Writing of Women, 1.0 credit
– ENG 380 — Special Topics, 1.0 credit (when designated diversity)
• 1.0 course credit in education theory and methods:
– EDUC 374 — Young Adult Literature, 0.5 credit
– ENG 491 — Methods of Teaching Reading and Writing for the Secondary School, 0.5 credit
• 4.0 course credits in communication studies:
– COM 201 — Introduction to Communication Studies, 1.0 credit
– COM 205 — Advanced Public Speaking, 1.0 credit
– COM 331 — Mass Media, 1.0 credit
– 1.0 course credit from the following:
COM 312 — Interpersonal Communication, 1.0 credit OR
COM 314 — Small-Group Interaction, 1.0 credit
• Successful completion of the secondary/K-12 curriculum requirements
• Required methods of teaching courses are:
– EDUC 376 — Methods of Teaching English, 1.0 credit
– EDUC 394 — Methods of Teaching Communication Studies, 1.0 credit
• Cocurricular activity participation. Must be approved by the English department and the communication studies and theatre art department (see “Cocurricular Activities for Communication Arts/Literature” on the communication studies and theatre art pages of the catalog).
The requirements for a communication studies major with communication arts/literature teaching license, grades 5-12, are 13.0 course credits plus 9.0 course credits in education:
• COM 201 — Introduction to Communication Studies, 1.0 credit
• COM 205 — Advanced Public Speaking, 1.0 credit
• COM 207 — Oral Interpretation, 1.0 credit
• COM 312 — Interpersonal Communication, 1.0 credit
• COM 314 — Small-Group Interaction, 1.0 credit
• COM 316 — Intercultural Communication, 1.0 credit
• COM 331 — Mass Media, 1.0 credit
• ENG 160 — Global Literature and Human Experience, 1.0 credit
• ENG 220 — Human Values in British and American Literature, 1.0 credit
• ENG 315 — English Language, Historical and Analytical, 1.0 credit
• 1.0 course credit from the following:
– ENG 227 — Foundations of Creative Writing, 1.0 credit
– ENG 316 — Business Writing, 1.0 credit
– ENG 317 — News Writing, 1.0 credit
• 1.0 course credit from the following:
– ENG 326 — British Literature: Medieval to Renaissance, 1.0 credit
– ENG 336 — British Literature: Restoration to Romanticism, 1.0 credit
– ENG 346 — British Literature: Empire to Independence, 1.0 credit
– ENG 353 — American Literature to 1900, 1.0 credit
– ENG 355 — American Literature since 1900, 1.0 credit
• ENG 491 — Methods of Teaching Reading and Writing for the Secondary School, 0.5 credit
• EDUC 374 — Young Adult Literature, 0.5 credit
• Successful completion of the secondary/K-12 curriculum requirements
Required methods of teaching courses are:
– EDUC 376 — Methods of Teaching English, 1.0 credit
– EDUC 394 — Methods of Teaching Communication Studies, 1.0 credit
• Cocurricular activity participation. Must be approved by the English department and the communication studies and theatre art department (see “Cocurricular Activities for Communication Arts/Literature” below).
Cocurricular Activities for Communication Arts/Literature
Participation in cocurricular activities approved by the English department and the communication studies and theatre art department is a required part of the communication arts/literature licensure. Two different cocurricular activities are required. A minimum of one semester of participation for each activity is suggested; however, participation should not occur during the student teaching semester. Teaching majors are responsible for getting specific information on cocurricular participation requirements from the CSTA and English departments. Suggested activities include forensics; a media activity such as AfterWork, Cobber yearbook, Concordia On-Air, The Concordian or KORD radio; Campus Service Commission (when English- or education-related and not a requirement for an existing course); theatre; or alternate cocurricular activity approved in advance by the student’s adviser and the CSTA department and English department chairs.
Science Teaching for Secondary Education
Several options are available for those interested in teaching science in middle or secondary schools. Secondary students may specialize in the following areas:
• General Science, grades 5-8
• Biology Education, grades 9-12 (Students are encouraged to add General Science grades 5-8 licensure.)
• Chemistry Education, grades 9-12 (Students are encouraged to add General Science grades 5-8 licensure.)
• Physics Education, grades 9-12 (Students are encouraged to add General Science grades 5-8 licensure.)
The requirements for biology, chemistry and physics are outlined in their respective department pages.
The requirements for the General Science teaching license, grades 5-8, are 8.0 course credits:
• BIOL 121 — Vertebrate Biology, 1.0 credit
• BIOL 122 — Evolution and Diversity, 1.0 credit
• CHEM 127-128 — General Chemistry I and II, 1.0 credit each OR
CHEM 137-138 — Honors Chemistry I and II, 1.0 credit each
• E SC 104 — Introductory Astronomy: The Solar System, 1.0 credit
• E SC 302, ENVR 302 — Geology, 1.0 credit
• PHYS 111-112 — General College Physics I and II, 1.0 credit each OR
PHYS 128-211 — Physics for Scientists and Engineers I and II, 1.0 credit each
Social Studies Teaching for grades 5-12
This program, leading to a major, is designed only for students seeking licensure to teach social studies in grades 5-12. To be eligible to complete this major, the student must be admitted to the teacher education program. Withdrawal from teacher education disqualifies the student from completion of this major. The requirements for the Social Studies teaching licese, grades 5-12, are:
Economics
• ECON 201 — Principles of Economics, 1.0 credit
Geography
• GEOG 201 — World Geography, 1.0 credit
History
• HIST 111 — United States in Perspective to 1865, 1.0 credit
• HIST 112 — United States in Perspective since 1865, 1.0 credit
• HIST 313 — Black American History, 1.0 credit
• HIST 315 — Indians of North America, 1.0 credit
• 1.0 course credit from the following:
– HIST 132 — European History in Perspective since 1500, 1.0 credit
– HIST 151 — World in Perspective to 1500, 1.0 credit
Political Science
• P SC 211 — U. S. Political System, 1.0 credit
• GS 117 — Systems, Policies and Institutions: An Intro to Global Studies, 1.0 credit
Psychology
• PSYC 206 — Developmental Psychology, 1.0 credit
• PSYC 357 — Abnormal Psychology, 1.0 credit
Sociology
• SOC 111 — Human Society, 1.0 credit
• SOC 217 — Cultural Anthropology, 1.0 credit
Education
• EDUC 210 — Foundations in K-12 Education, 0.5 credit
• EDUC 221 — Teaching in the Middle School, 0.5 credit
• EDUC 350 — The Art and Science of Teaching, 0.5 credit
• EDUC 351 — Ecology of the Educational Setting, 0.5 credit
• EDUC 399 — Orientation to Student Teaching, no credit
• EDUC 420 — Knowledge, Literacy and Inquiry, 0.5 credit
• EDUC 425 — Education of the Exceptional Child, 0.5 credit
• EDUC 439 — Human Relations, 0.5 credit
• EDUC 498 — Student Teaching, 2.5 credits
• PSYC 212 — Educational Psychology, 1.0 credit
Required Methods Courses
• EDUC 379 — Methods of Teaching in Social Studies, 1.0 credit
Additional Opportunities for Elementary Education and Secondary/K-12 Education
Program leading to Licensure for Teachers of Parent and Family Education
A student with an interest in education in family life/parenting may choose to fulfill the requirements for licensure by the Board of Teaching of Minnesota. This license prepares students for a variety of positions including teaching parents in an Early Childhood Family Education (ECFE) program or administering an ECFE program; teaching parents or working with families in Head Start programs; and working with children or families or parents in human service agencies, churches or hospitals.
To be licensed in the state of Minnesota, a student must take the following 9.5 course credits:
• CFS 220 — Family Systems, 1.0 credit
• CFS 236 — Child Development, 1.0 credit
• CFS 336 — Parenting, 0.5 credit
• CFS 378 — Methods of Teaching Family Life, 0.5 credit
• CFS 389 — Adult Education, 0.5 credit
• EDUC 210 — Foundations in K-12 Education, 0.5 credit
• EDUC 221 — Teaching in the Middle School, 0.5 credit
• EDUC 399 — Orientation to Student Teaching, no credit
• EDUC 421 — Advanced Reading Methods of Teaching for the Elementary School, 0.5 credit
• EDUC 425 — Education of the Exceptional Child, 0.5 credit
• EDUC 439 — Human Relations, 0.5 credit
• EDUC 487 — Practicum in Parent Education, 0.5 or 2.5 credits (see education department chair for most current information)
• PSYC 212 — Educational Psychology, 1.0 credit
Minimum GPA of 2.75 is required.
For more information, refer to the course descriptions of this program in the family and nutrition sciences pages of the catalog.
Coaching Preparation (non-licensure program)
For more information, refer to the course descriptions of this program in the physical education and health pages of the catalog.
Education
