|
Education (EDU/ECE), Special
Education (SPD)
The goal of the education department at Dakota Wesleyan
University is to prepare competent, effective and dedicated teachers.
DWU offers the following programs:
K-8 Elementary Education with 5-8 Middle Level
7-12 Business Education
7-12 Language Arts–English Education
7-12 Mathematics Education
7-12 Science–Biology Education
7-12 Social Science Composite Education
7-12 Social Science–History Education
K-12 Art Education
K-12 Music–Vocal Education
K-12 Physical Education
K-12 Special Education
The following programs must be taken in conjunction with a K-8,
K-12 or 7-12 certification program:
K-12 Special Education
In addition, Dakota Wesleyan University offers the following Endorsements:
Birth through Preschool Education
Birth through Preschool Special Education
Coach Education
Kindergarten Education
5-8 Middle Level Education
5-8 Middle Level Education–English/Language Arts
5-8 Middle Level Education–Mathematics
5-8 Middle Level Education–Natural Science
5-8 Middle Level Education–Social Science
7-12 Biology
7-12 Chemistry
7-12 Economics
7-12 History
7-12 Language Arts–Composition/Grammar/Mass Communications
7-12 Language Arts–Drama/Theatre
7-12 Language Arts–Literature
7-12 Language Arts–Literature/Composition/Grammar
7-12 Language Arts–Speech/Debate
7-12 Mathematics
7-12 Physical Science
7-12 Political Science
7-12 Psychology
7-12 Sociology
K-12 Adaptive Physical Education
K-12 Art Education
K-12 Comprehensive School Health Education
K-12 Educational Technology
K-12 Music Education-Vocal
An education program is defined as all courses necessary to be certified
for teaching in South Dakota. Previously these courses may have been
designated as a major and minor. An endorsement is defined as a certification
that allows an educator to instruct in additional areas with a student’s
program. Endorsements may be obtained by completing requirements
as defined by the South Dakota Department of Education. Some endorsements
may be obtained by completing the PRAXIS II test(s), some that have
no test requiring only coursework, and some require both a test and
coursework. See the South Dakota Department. of Education Web site
at http://doe.sd.gov/ or the PRAXIS Web site at http://www.ets.org for clarification, or contact an adviser in your content area or
the education department chair.
Philosophy
The philosophy of the DWU Education Department is that theory and practice
need to be integrated to promote excellent teaching. Constructivism provides
the basis for all departmental decision-making, with a focus of providing
assistance until independence. A liberal arts education, in addition to
early and continuous classroom experiences, prepares students for the profession
of teaching. Our commitment to students is demonstrated through:
- developing
an academic plan and maintaining personal involvement with students;
- fostering
the development of professional teaching characteristics;
- providing
students with a sound background in current theoretical knowledge
and methodology;
- providing students with a variety of practical educational
experiences;
and
- providing educational resources and services to students and
regional school districts.
Motto
"Impacting futures … one mind at a time."
Education Department Mission
A constructivist-based program, the Dakota Wesleyan University Education
Department is committed to modeling the developmental approach
to learning. A student-centered philosophy, celebrating the diversity
and complexity of teaching, influences all curricular and pedagogical
decisions. The education department mirrors the DWU mission of
sacrifice or service in conjunction with the most relevant and
contemporary educational practices within the framework of the
10 Interstate New Teacher Assessment Standards Consortium (INTASC)
standards of highly qualified educators. DWU education graduates
are highly qualified, independent educators measuring success in
the attempt of reaching potential, exemplifying the hope and optimism
of every school year, school day, lesson and teaching moment.
Purpose
The purpose of the teacher education program at Dakota Wesleyan University
is to provide an organized, integrated system of study and experience for
the preparation of elementary and secondary teachers. The program is designed
to emphasize the development of human values that enhance the quality of
interpersonal relations and the skills necessary for effective instruction.
The central emphasis of the program is to develop the characteristics of
competence and maturity, which will enable graduates to command respect
as educated people and as members of the teaching profession.
Goals
Graduates of the program should:
- understand
central concepts, tools of inquiry and the structure of the discipline(s)
they teach, and be able to create learning experiences
that make the subject matter meaningful for students;
- understand how children
learn and develop, and provide learning opportunities that support
their intellectual, social and personal development;
- understand
how students differ in their approaches to learning and create instructional
opportunities that are adapted to diverse learners;
- understand
and use a variety of instructional strategies to encourage students’ development
of critical thinking, problem solving and performance skills;
- use understanding
of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction,
active
engagement in learning and self-motivation;
- use knowledge of effective verbal,
nonverbal and media communication techniques to foster active inquiry,
collaboration and supportive interaction
in the
classroom;
- plan instruction based on knowledge of subject matter, students,
the community and curriculum goals;
- understand and use formal and informal assessment strategies
to ensure the continuous intellectual, social and physical development
of the learner;
- be
reflective practitioners who continually evaluate the effects of their
choices and actions on others and who actively seek opportunities
to grow
professionally;
- foster relationships with school colleagues, parents and
agencies in the larger community to support students’ learning
and well-being; and
- affirm
the value of diversity through experiences, study and integration of
extra-cultural examination and educational application.
It is the responsibility of each student in the teacher education
program to be familiar with and to fulfill the requirements of the
department as outlined in this catalog and in the DWU Teacher Education
Handbook. A copy of the handbook is available both on the education
Web site and on a compact disk that can be purchased for a minimal
fee in the education department.
Before registering for EDU 201, students
must:
- meet the proficiency requirements in reading, writing and mathematics;
- complete three courses toward the General Education requirements,
one of which must be PSY 237; and
- have a cumulative GPA of at least 2.6.
Upon demonstration of these requirements and review by the department
chair, a student will be approved to register for EDU 201.
Professors and instructors in education classes require attendance.
Prospective teachers should be aware of the necessity of dependability
and punctuality, and should be reminded that problems in this area
will result in unsatisfactory recommendations and rejection of requests
for student teaching placement.
Acceptance into the Teacher Education Program
Students entering DWU may declare a pre-education major on their
application. Any student enrolled in EDU 201 is considered a formal
applicant for the teacher education program.
Throughout EDU 201, standards of dependability, attentiveness to task,
oral and written communication abilities, professionalism and dedication
to the teaching profession are observed and evaluated. Along with other
members of the education department, the professor of EDU 201 gathers
information and makes a recommendation to the department chair. Upon
completion of EDU 201, teacher education program candidates will be
evaluated; the professor of EDU 201 will make a recommendation of acceptance,
acceptance with probation or nonacceptance. The recommendation process
will be completed during the week following the end of the semester.
Following review of the cumulative GPA (must be a 2.6), the department
chair will send written documentation of the decision to the teacher
education program candidates.
Students on probation or suspension may not take any education classes
until the reasons for nonacceptance or probation have been satisfactorily
addressed. However, students may request a meeting with the department
chair for review at any time, and exceptions may be made only at
the discretion of the department chair in consultation with a petitioning
students’ adviser. Following a review each semester by the
education department, students on probation or nonacceptance are
notified of their standing.
Transfer students must take EDU 201 at DWU, unless waived by the
department chair. A transfer student must make a written request
with proper documentation to the department chair for a waiver of
EDU 201.
A candidate who is rejected for the teacher education program has
a right to appeal, in writing, within four weeks of the notice of
rejection. The appeal is considered by an appeals board, consisting
of the vice president for academic affairs and dean, the chair of
the education department, the vice president of campus life and three
practicing teachers and/or administrators. Student Teaching
Education department faculty will review the student’s education department
file, academic record and portfolio. An applicant who is rejected for student
teaching placement may submit an appeal for review by the appeals board.
As per state law 24:15:06 as revised July 5, 2005, of requirements
for South Dakota Certification, in all areas for which a state exam
is available, teaching candidates must reach a minimum cutoff score
to achieve legal teaching certification in the state of South Dakota
in addition to required coursework. Because of this new South Dakota
legislation, which aligns South Dakota with the No Child Left Behind
Act of 2001, Dakota Wesleyan education majors will have to pass these
examinations to become certified teachers.
As a result of this certification procedure, Dakota Wesleyan University
will now require passage of the certification exams in the teaching
candidate’s content and pedagogical areas as a graduation
requirement.
For students graduating in December 2006 and after, the passing
examination scores must be submitted as a prerequisite to student
teaching. Students may submit these scores at any time during their
tenure at DWU; however, they must be submitted at least by Oct. 31
to student teach in the spring semester and by July 1 to student
teach in the fall semester. No student will be allowed to student
teach without submission of passing scores. Students deciding against
submitting the necessary passing scores may appeal to the Education
Policies and Curriculum Committee and request a specialized, non-teaching
degree, with receipt of a waiver indicating full knowledge of lack
of teaching certification due to this omission of passing test scores.
Students still must meet all DWU graduation requirements to receive
this specialized degree.
A student must meet the following criteria before receiving approval
to student teach from the Teacher Education Committee:
- approval of
the department chair in the areas of specialization;
- proficiency
in reading, writing and speech, as indicated by satisfactory
completion (C- or better) of the General Education requirements
in
this area. ENG 101, ENG 102 and ENG 107 and MTH 110 cannot
be used to meet certification requirements in education;
- a 2.6 GPA is required in the teaching major(s) and courses required
for certification. A cumulative GPA of 2.6 is also required;
- recommendations
of the chairs of the department of education and the teaching
major(s);
- successful completion of an observation or
field experience before student teaching. Successful completion
includes a grade of
C- or
better and the recommendation of the cooperating teacher to
continue in preparation for a career in teaching;
- successful completion of
course requirements, with no grade below C- in the major(s)
and courses required for certification;
- demonstration
of desirable personal characteristics requisite to teaching;
and
- for transfer and readmitted students, completion of
14 semester hours from the DWU Education Department before student
teaching (may
be
waived by department chair upon request by student).
Professional Development Competency
A measure of excellence in education is the refreshment of ideas,
ideals and fraternity found in joining and actively participating
in professional organizations. To encourage and stimulate this
professional attribute, DWU education majors must join a professional
organization annually and attend two meetings each year. Education
majors are required to attend one conference (local, regional,
national) and to be active on one committee during their time at
DWU. This requirement takes effect upon admittance into the teacher
education program and is documented in the education major’s
file in the DWU Education Department.
Service Component of Education
To achieve the goal of serving regional school districts and communities,
all EDU-prefixed classes include a service task as part of the
general requirements for the course. These service opportunities
will be documented in the student’s professional portfolio.
Dakota Wesleyan University Future
Teachers Organization
(DWUFTO)
Students taking any course that requires contact with K-12 students must
show proof of a comprehensive liability plan. Students who do not currently
have a liability plan may join the DWUFTO, which offers a $1 million liability
insurance program. The DWUFTO is also an active organization on campus that
provides opportunities for future teachers to be involved in local, state
and national education events.
Professional Semester
The professional semester is the semester in which a student prepares for
and participates in the student teaching experience. The student teaching
experience is preceded by a two-credit seminar that integrates materials
from the student’s academic background and provides information,
advice and direction for a successful teaching experience. (Students who
enroll in the student-teaching internship and receive full credit in another
discipline need not enroll in a seminar portion of internship. Those students
will enroll in 14 hours, omitting the two-hour seminar). The seminar is
offered before each semester starts and may be taken either immediately
preceding or one semester preceding the intended student teaching experience.
Students will also meet in a seminar format throughout the professional
semester. Students enrolled in the professional semester take EDU 470SE,
EDU 470EL, EDU 470KT, SPD 470KT or EDU 480.
The objectives, requirements and policies concerning student teaching
are discussed in the DWU Teacher Education Handbook. In particular,
student teaching is an opportunity to demonstrate competence in all
job responsibilities. Students will complete a minimum of 14 full
weeks of supervised experiences. Programs that provide dual authorizations
require a full semester in both areas of authorization. A K-12 program
requires a balance of experiences at two levels in the 14-week period.
EDU 480 is a combination of special education and regular classroom
experience evenly distributed among levels with 10 weeks devoted
to both areas. Student teachers are given the opportunity for professional
development through self, peer and supervisory reflection on the
experience. Grades assigned for student teaching are Credit/No Credit.
Students need to complete an application packet for the professional
semester. Applications include such materials as a letter of introduction,
a resume and a list of classroom observations. This application packet
must be completed following a meeting called by the department chair
in the preceding semester to student teaching. Deadlines and requirements
will be outlined at that meeting, including PRAXIS test requirement.
See http://doe.sd.gov/oatq/praxis/index.asp for more information
on PRAXIS test. Certification
Requirements for teaching certificates vary from state to state. The elementary
and secondary teacher programs at Dakota Wesleyan University are designed
to meet current academic requirements for certification in South Dakota.
Applications for certificates are filed with the chair of the education
department who recommends certification to the state. A student must receive
credit in EDU 470EL, EDU 470SE or EDU 470KT or EDU 480 and pass the minimum
acceptable score on the appropriate PRAXIS II series tests. See http://doe.sd.gov/oatq/praxis/index.asp for minimum scores and appropriate tests.
The descriptions regarding teacher certification by the state of
South Dakota contained in this catalog are based upon the requirements
that exist at the date of publication. Requirements are subject to
change as determined by the South Dakota Department of Education.
Students are advised to periodically check the requirements of South
Dakota, as well as any other state in which they expect to seek certification.
Students will be recommended for certification upon completion of
a bachelor’s degree. * Successful completion of this program
requires that students take for credit all courses listed and earn
a grade of at least C-.
* The federal No Child Left Behind Act of 2001 (NCLB) signed into
federal legislation requires that each state attempt to have 100
percent of teachers reach “highly qualified” status and
plan assessments to determine that status. South Dakota began using
a state licensure examination on July 1, 2005. South Dakota uses
the PRAXIS II series examination published by the Educational Testing
Service. Find out more about these requirements by accessing http://www.state.sd.us/deca for state of South Dakota requirements or www.ets.org/praxis to learn
more about the PRAXIS II examination. After July 1, 2005, only graduates
meeting minimal scores set by the South Dakota Department of Education
will achieve certification.
Directed Studies, Independent Studies, Credit by Examination, CLEP
and Life Experience
No education courses will be considered for credit by exam or life
experience.
Students should make requests for a directed study or independent
study in an education course to the education department chair. The
department chair will approve or reject the request based upon the
rationale the student provides. The department chair’s decision
will be final. If the department chair approves a directed study
or independent study for consideration, the following criteria still
must be met before it gains final approval of the department and
is offered:
- There must be at least two students registered for the
directed study. A student who gains approval from the department
chair must
recruit at least one more individual to take the course directed
study. An individual student may take an independent study.
- The
instructor of the directed study may not have more than one
directed study per semester or summer session. An instructor
may
choose to have more than one independent study per session.
- Directed
studies and independent studies require the approval of the
department chair, instructor, adviser and dean.
Elementary Education
The elementary education program at Dakota Wesleyan University requires:
- Completion
of K-8 elementary education program courses. For successful completion
of all courses listed in the program, students must have a grade
of at least C-. EDU 470EL or EDU 480 are taken Credit/No Credit.
- Completion
of graduation requirements, including General Education courses
and at least 125 total hours.
- Students completing the elementary education
program are not required to complete a minor as stated in “Graduation
Requirements for Bachelor of Arts.”
- Exceeding minimum scores
on appropriate PRAXIS II tests before student teaching.
- Completion
of electronic portfolio and exit interview.
Elementary Education Courses
| EDU
201 |
Foundations
of Education |
2 |
| EDU
222 |
Reading Content
and Methods |
3 |
| EDU
224 |
Childrens
Literature |
2 |
| EDU 252 |
Using art and Music to Enhance
Instruction in the Elementary Classroom |
2 |
| EDU
311 |
Educational
Psychology |
3 |
| EDU
322 |
Reading Diagnosis
and Prescription |
3 |
| EDU
324 |
Language Arts
Content and Methods |
2 |
| EDU
330 |
Curriculum
Standards and Assessment |
3 |
| EDU 332 |
Teaching English Language Learners
in the General Education Classroom |
3 |
| EDU
342 |
Social Studies
Content and Methods |
2 |
| EDU
343 |
Science Content
and Methods |
2 |
| EDU
344 |
Mathematics
Content and Methods |
2 |
| EDU
387 |
Evidence Based
Reading Strategies |
3 |
| EDU
410 |
Human Relations/Multiculturalism
|
3 |
| EDU
412 |
Meeting the
Needs of the Adolescent Learner |
3 |
| EDU
470EL |
Elementary
School Student Teaching |
14 |
| EDU 471 |
Seminar |
2 |
| CAT
216 |
Integration
of Technology for Teachers I |
1 |
| CAT
316 |
Integration
of Technology for Teachers II |
1 |
| CAT
416 |
Integration
of Technology for Teachers III |
1 |
| ENG
342 |
English Grammar
|
3 |
| GEO
204 |
U.S. Geography
OR |
|
| GEO
205 |
World Geography |
3 |
| HLT
210 |
First Aid
and CPR |
2 |
| HLT
232 |
Health Education
|
3 |
| MTH
150 |
Mathematics
for the Elementary Teacher |
3 |
| MTH |
One additional
Mathematics course
(MTH 115 or upper level math course recommended) |
3 |
| PED
401 |
Methods of
Teaching Physical Education |
3 |
| PHS
101 |
Physical Science:
Chemistry, Earth and Space |
3 |
| PSY
337 |
Adolescent
Psychology |
3 |
| SPD
206 |
Teaching Students
with Exceptionalities
in the General Classroom |
3 |
| |
Subtotal |
86 |
| |
|
| General
Education |
|
| BIO
101 |
General Biology
I OR |
|
| BIO
102 |
General Biology
II |
4 |
| CST
335 |
Native American
History and Culture |
3 |
| CTH
101 |
Fundamentals
of Speech Communication |
3 |
| ENG
111 |
Expository
Writing |
3 |
| HIS
201 |
U.S. History
I OR |
|
| HIS
202 |
U.S. History
II |
3 |
| MTH
125 |
College Algebra
|
3 |
| PHS
100 |
Physical Science:
Physics and
the Atomic Nature of Matter |
3 |
| POL
153 |
U.S. Government
|
3 |
| PSY
237 |
Developmental
Psychology |
3 |
| |
Electives |
12 |
| |
Subtotal |
40 |
| |
Total |
126 |
Endorsements (as related to K-8 Elementary Education Program)
Kindergarten Education Endorsement
The requirements for this endorsement are:
- Completion of an elementary education program.
- Completion of nine semester hours of early childhood courses
as follows:
ECE
320 |
Early Childhood and Kindergarten
Curriculum |
3 |
ECE
330 |
Socio-emotional Development
of
Young Children |
3 |
ECE
450 |
Early Childhood and Kindergarten
Practicum |
3 |
According to South Dakota Codified 24:16:08:07, verified teaching
experience in kindergarten within the five-year period immediately
preceding the application may be accepted instead of ECE 450 at the
equivalency of one year’s teaching experience for one semester
hour credit, for a maximum of three semester hours of the total credit
hours required.
5-8 Middle Level Education Endorsement
The requirements for this endorsement are:
- Completion of an elementary education program.
- Completion of nine semester hours of courses as follows:
|
EDU 388 |
Teaching Reading and Writing in the Content
Areas |
3 |
|
EDU 412 |
Meeting the Needs of the Adolescent Learner |
3 |
|
PSY 337 |
Adolescent Psychology |
3 |
- Exceeding
minimum scores on appropriate PRAXIS II test, including test
in content area.
These courses are part of the elementary education program, thus
all elementary majors are 5-8 middle level endorsed.
According to South Dakota Codified 24:16:08:09, verified
teaching experience in a formally organized middle school or junior
high within the five-year period immediately preceding the application
may be accepted instead of field experience at the equivalency of one
year’s teaching experience for one semester hour credit, for
a maximum of three semester hours of the total credit hours required.
Birth Through Preschool Education Endorsement
The requirements for this endorsement are:
- Completion of an elementary education program.
- Completion of 18 semester hours and exceeding minimum score
on appropriate PRAXIS II test of early childhood courses as follows:
|
ECE 320 |
Early Childhood and Kindergarten Curriculum |
3 |
|
ECE 330 |
Socio-Emotional Development of Young Children |
3 |
|
ECE 450 |
Early Childhood and Kindergarten Practicum |
3 |
|
EDU 311 |
Educational Psychology |
3 |
| SPD 325 |
Management Techniques for
Individuals with Exceptionalities |
3 |
|
SPD 328 |
Special Education at the Early Childhood
and Kindergarten Level |
3 |
According to South Dakota Codified 24:16:08:02, verified teaching
experience with birth through preschool age children within the five-year
period immediately preceding the application may be accepted instead
of ECE 450 at the equivalency of one year’s teaching experience
for one semester hour credit, for a maximum of three semester hours
of the total credit hours required.
Birth Through Preschool Special Education Endorsement
The requirements for this endorsement are:
- Completion of an elementary education program.
- Exceeding minimum scores on PRAXIS II tests.
- Completion of 18 semester hours of early childhood courses as
follows:
|
ECE 320 |
Birth to Age 8 Curriculum |
3 |
|
SPD 315 |
Administering
Tests and Assessing Behavior of Individuals with Exceptionalities |
3 |
|
SPD 320 |
Communication, Collaboration and Consultation
and Special Education Law |
3 |
|
SPD 325 |
Management Techniques for Individuals with
Exceptionalities |
3 |
|
SPD 328 |
Special Education at the Early Childhood
and Kindergarten Level |
3 |
|
SPD 450 |
Early Childhood and Special Education Practicum |
3 |
Endorsements (as related to 5-8 Middle Level Education)
The requirements for this endorsement are:
- Completion of a K-8, 7-12
or K-12 program.
- Exceeding minimum scores on appropriate PRAXIS II
tests if available. See http://doe.sd.gov/oatq/praxis/index.asp for further information.
- Completion of content area coursework
as follows:
5-8 English/Language Arts
This endorsement requires a teaching major in: 7-12, K-8 or K-12
and passage of the appropriate PRAXIS II test. The following
courses are only suggested content in preparation for passing
the PRAXIS II series test. A student completing a 7-12 program
who exceeds the minimum score on the Language Arts Composite
PRAXIS exam is automatically certified at the middle school level
for language arts. The classes below are not required for this
endorsement; see your adviser or the education department chair
for any clarification.
|
EDU 324 |
Language Arts Content and Methods |
2 |
|
EDU 388 |
Teaching Reading and Writing in the Content
Area |
3 |
|
CTH 101 |
Fundamentals of Speech Communication |
3 |
|
CTH 202 |
Oral Interpretation |
3 |
|
ENG 201 |
Introduction to Literature |
3 |
|
ENG 312 |
Advanced Expository Writing |
3 |
|
ENG 342 |
English Grammar |
3 |
5-8 Mathematics
This endorsement requires a teaching major in: 7-12, K-8 or K-12
and passage of the appropriate PRAXIS II test. The following
courses are only suggested content in preparation for passing
the PRAXIS II series test. A student completing a 7-12 program
who exceeds the minimum score on the Mathematics Composite
PRAXIS exam is automatically certified at the middle school
level for mathematics. The classes below are not required for
this endorsement; see your adviser or the education department
chair for any clarification.
|
EDU 344 |
Mathematics Content and Methods |
2 |
|
MTH 115 |
Mathematics for the Liberal Arts |
3 |
|
MTH 120 |
Intermediate
Algebra OR |
|
|
MTH 210 |
Calculus I |
3-4 |
|
MTH 125 |
College
Algebra OR |
|
|
MTH 130 |
College Algebra and Trigonometry |
3-4 |
|
MTH 140 |
College Geometry |
2 |
|
MTH 200 |
Statistical Methods I |
3 |
5-8 Science
This endorsement requires a teaching major in: 7-12, K-8 or K-12
and passage of the appropriate PRAXIS II test. The following
courses are only suggested content in preparation for passing
the PRAXIS II series test. A student completing a 7-12 program
who exceeds the minimum score on the Science Composite PRAXIS
exam is automatically certified at the middle school level
for science. The classes below are not required for this endorsement;
see your adviser or the education department chair for any
clarification.
|
EDU 343 |
Science Content and Methods |
2 |
|
AST 100 |
Introduction to Astronomy |
3 |
|
BIO 101 |
General Biology |
4 |
|
BIO 102 |
General Biology II |
4 |
|
PHS 100 |
Physical
Science: Physics and the Atomic Nature of Matter |
3 |
|
PHS 101 |
Physical
Science: Chemistry, Earth and Space |
3 |
5-8 Social Science
This endorsement requires a teaching major in: 7-12, K-8 or K-12
and passage of the appropriate PRAXIS II test. The following
courses are only suggested content in preparation for passing
the PRAXIS II series test. A student completing a 7-12 program
who exceeds the minimum score on the Social Science Composite
PRAXIS exam is automatically certified at the middle school
level for social science. The classes below are not required
for this endorsement; see your adviser or the education department
chair for any clarification.
|
EDU 342 |
Social Studies Content and Methods |
2 |
|
GEO 204 |
U.S. Geography |
3 |
|
GEO 205 |
World Geography |
3 |
|
HIS 201 |
U.S. History I |
3 |
|
HIS 202 |
U.S. History II |
3 |
|
POL 153 |
U.S. Government |
3 |
Endorsements (as related to K-12 Education Programs)
This endorsement requires a teaching major in: 7-12, K-8 or K-12 and passage
of the appropriate PRAXIS II test. The following courses are only suggested
content in preparation for passing the PRAXIS II series test. A student
completing a 7-12 program who exceeds the minimum score on the Composite
PRAXIS Exam is automatically certified at the middle school level. The
classes below are not required for this endorsement; see your adviser or
the education department chair for any clarification.
The following endorsements are available:
K-12 Adaptive Physical Education
K-12 Art Education (see “Art”)
K-12 Comprehensive School Health Education (see “Physical
Education”)
K-12 Educational Technology (see “Multimedia”)
K-12 Music Education-Vocal (see “Music”)
K-12 Physical Education – PRAXIS exam
K-12 Spanish Endorsement – PRAXIS exam
Secondary Education Program
The secondary education program at Dakota Wesleyan University requires:
- A specific discipline education program for 7-12 teaching
(English, history, mathematics, business or biology).
- Completion
of graduation requirements for the Bachelor of Arts degree.
- Exceeding
minimum scores on appropriate PRAXIS series exams.
To meet these requirements in four years, students
intending to teach at the secondary level must begin the sequence
of courses with EDU 201 no later than their sophomore year.
Students must complete a 7-12 education program, including courses
necessary for certification in South Dakota. All courses listed in
the 7-12 education program must be taken for credit, and students
must earn a grade of at least C-. EDU 470SE is taken Credit/No Credit.
Courses necessary for completion of 7-12 education programs are
listed in the discipline sections of the catalog. Dakota Wesleyan
University offers education programs that satisfy the academic requirements
for secondary teacher certification by the South Dakota Department
of Education. Students gain certification by completing the programs
and exceeding the minimum scores on the PRAXIS II examinations. Dakota
Wesleyan offers these content programs:
| 7-12 |
Business Education |
| 7-12 |
Language Arts–English Education (Must exceed minimum
score on appropriate examinations for all other language arts
certifications.) |
| 7-12 |
Mathematics Education |
| 7-12 |
Science–Biology Education (Exceeding the minimum
score on the General Science PRAXIS exam will allow a biology
education major to add all content area endorsements with only
one test. Those endorsements are chemistry, physics, physical
science and earth science.) |
| 7-12 |
Social Science Composite Education (Exceeding the minimum
score on the Social Studies Composite PRAXIS examinations will
allow a student who completes either program to add all content
area endorsements with only one test. Those endorsements are
history, political science, geography, economics, sociology and
psychology.) |
| 7-12 |
Social Science–History Education (Exceeding the
minimum score on the Social Studies Composite PRAXIS examinations
will allow a student who completes either program to add all
content area endorsements with only one test. Those endorsements
are history, political science, geography, economics, sociology
and psychology.) |
Teaching endorsements are available in all of the following areas
in conjunction with a 7-12, K-8 or K-12 program completion. Each
discipline may recommend coursework for those endorsements that require
only exceeding the minimum score on the PRAXIS exam. See the specific
discipline in the catalog for these recommendations or contact the
department chair of that discipline for suggestions. The state requirements
for each are listed after the endorsements below:
7-12 Biology-PRAXIS exam
7-12 Chemistry-PRAXIS exam
7-12 Earth Science-PRAXIS exam
7-12 Economics-PRAXIS exam
7-12 Geography-PRAXIS exam
7-12 History-PRAXIS exam
7-12 Language Arts–Composition/Grammar/Mass Communications – no
test, coursework required
7-12 Language Arts–Drama/Theatre-PRAXIS exam
7-12 Language Arts–English Education-PRAXIS exam
7-12 Language Arts–Literature-PRAXIS exam or course work
7-12 Language Arts–Literature/Composition/Grammar-PRAXIS
exam
7-12 Language Arts–Speech/Debate-PRAXIS exam
7-12 Mathematics-PRAXIS exam
7-12 Physical Science-PRAXIS exam
7-12 Physics-PRAXIS exam
7-12 Political Science-PRAXIS exam
7-12 Psychology-PRAXIS exam
7-12 Sociology-PRAXIS exam
Special Education
Purpose
The purpose of the special education program at Dakota Wesleyan University
is to prepare educators to embrace diversity among learners. The program
is designed to increase knowledge and skills to assess needs, plan programs
and monitor progress of students with exceptionalities. The DWU Education
Department believes future educators will be better able to meet the needs
of today’s classroom when their degree work has been enhanced by a
dual major in elementary education or certification at the secondary level
and a special education major. However, an individual may major in only special
education. The coursework in the special education major along with exceeding
the minimum score on appropriate PRAXIS II examination meets South Dakota
Department of Education requirements for K-12 special education certification.
Objectives
Graduates of the special education major should:
- value and respect
the rights and privileges of all individuals in the home, school
and community;
- advance society’s knowledge about individuals
with disabilities;
- prepare to be a dynamic and contributing team
member within diverse educational communities;
- recognize the need
for continuous personal growth through professional organizations
and the examination of current research and practice;
- be competent
in the integration of effective pedagogy for the various styles
of learning and the unique needs of individuals;
- create positive learning
environments for all students in inclusive classrooms; and
- make decisions
based on the laws, policies and procedures established at local,
state and federal levels.
The program will provide coursework and experiences to prepare students
to meet the standards of preparation specified in the South Dakota
Standards for Certification in Special Education.
Double Major – Elementary Education/Special Education
Students interested in a double major in elementary education and special
education must complete all requirements of the elementary education program,
exceed minimum scores on the appropriate PRAXIS exams for elementary education
and special education and:
| EDU 222 |
Reading Content for Methods |
3 |
| EDU 322 |
Reading Diagnosis and Prescription |
3 |
|
SPD 206 |
Teaching Students with Exceptionalities
in the General Classroom |
3 |
|
SPD 310 |
Developmental and Adaptive Curriculum
for Individuals with Exceptionalities |
3 |
| SPD 311 |
Students with High Incidence
Disabilities |
3 |
| SPD 312 |
Students with Low Incidence
Disabilities |
3 |
|
SPD 315 |
Administering Tests and Assessing Behavior
of Individuals with Exceptionalities |
3 |
|
SPD 320 |
Communication, Collaboration and Consultation
and Special Education Law |
3 |
|
SPD 325 |
Management Techniques for Individuals
with Exceptionalities |
3 |
| SPD 470 |
Student Teaching in Special
Education |
14
|
| |
Total |
41 |
Bachelor of Arts – K-12 Special Education
The objectives of the program are to provide coursework and experiences that
will prepare students to meet the standards of preparation specified in
the South Dakota Standards for Certification in Special Education. Students
pursuing a K-12 special education degree are not required to pursue a minor.
EDU 201
|
Foundations of Education
|
2
|
EDU 222
|
Reading Content and Methods
|
3
|
EDU 311
|
Educational Psychology
|
3
|
| EDU 322 |
Reading Diagnosis and Prescription |
3
|
EDU 324
|
Language Arts Content and Methods
|
2
|
EDU 330
|
Curriculum Standards and Assessment
|
3
|
EDU 344
|
Mathematics Content and Methods
|
2
|
EDU 387
|
Evidence-Based Reading Instruction
|
3
|
EDU 410
|
Human Relations/Multiculturalism
|
3
|
EDU 412
|
Meeting the Needs of the Adolescent Learner
|
3
|
|
CAT 216 |
Integration of Technology for Teachers I |
1 |
|
CAT 316 |
Integration of Technology for Teachers II |
1 |
|
CAT 416 |
Integration of Technology for Teachers III |
1 |
CST 335
|
Native American History and Culture
|
3
|
CTH 101
|
Fundamentals of Speech Communication
|
3
|
ENG 111
|
Expository Writing
|
3
|
ENG 322
|
Reading Diagnosis and Prescription
|
3
|
ENG 342
|
English Grammar
|
3
|
HLT 210
|
First Aid and CPR
|
2
|
| MTH 125 |
College Algebra |
3 |
MTH 150
|
Mathematics for the Elementary Teacher
|
3
|
PED 401
|
Methods of Teaching Physical Education
|
3
|
PSY 237
|
Developmental Psychology
|
3
|
PSY 337
|
Adolescent Psychology
|
3
|
SPD 206
|
Teaching Students with Exceptionalities in the General
Classroom
|
3
|
SPD 310
|
Developing and Adapting Curriculum for Individuals with
Exceptionalities
|
3
|
SPD 311
|
Students with High Incidence
Disabilities |
3
|
SPD 312
|
Students with Low Incidence
Disabilities |
3
|
SPD 315
|
Administering Tests and Assessing Behavior of Individuals
with Exceptionalities
|
3
|
SPD 320
|
Communication, Collaboration and Consultation and Special
Education Law
|
3
|
SPD 325
|
Management Techniques for Individuals with Exceptionalities
|
3
|
SPD 470
|
Student Teaching in Special Education
|
14
|
| SPD 471 |
Seminar |
2 |
|
Subtotal
|
96
|
| |
| General Education |
Choose courses from
the following subject areas:
|
History
|
3
|
Literature and the
Arts
(3 hours literature and 3 hours arts)
|
6
|
Mathematics
|
3
|
Natural Science and
its Methods
(3 hours life sciences and 3 hours physical sciences)
|
6
|
Philosophical/Theological
Conceptions
(3 hours religion and 3 hours philosophy)
|
6
|
Social, Psychological
and Political Thought
|
3
|
Fitness and Lifetime Sports
PED 099-1178 |
1 |
Wellness and Lifetime Fitness
PED 120 |
1 |
|
Subtotal
|
29
|
|
Total
|
125
|
Course Descriptions
Early Childhood Education (ECE)
320 Birth to Age 8 Curriculum 3 hours S06
Students will study early childhood and kindergarten policies and
related issues in the development of an early childhood and kindergarten
curriculum.
330 Socio-emotional Development of Young Children 3 hours TBA
This course includes the study of the five areas that promote the
personal and social development of children, including relationships
with others and personal experiences.
450 Early Childhood and Kindergarten Practicum 3 hours TBA
Students completing the kindergarten endorsement are assigned to
a school district and supervised by a certified kindergarten teacher.
Students also spend time assigned to a preschool setting. Required
practicum hours: 45 hours for each semester credit hour.
Prerequisites: ECE 320 and ECE 330.
Course Descriptions
Education (EDU)
201 Foundations of Education 2 hours F,S
This course is an investigation of contemporary education in America
and assists students in determining their career path, with a special
emphasis on the tools and skills necessary to become an effective
teacher. Observation experience in a school setting is required.
This course is required for elementary and secondary education students
and is taken as the first in the sequence of education courses.
Prerequisites:
- completion of at least three General Education courses,
including PSY 237;
- an accumulated GPA of at least 2.6;
- meeting the proficiency
requirements in reading, writing and mathematics; and
- proof
of liability insurance or DWUFTO membership.
Admittance
to this course constitutes application to the teacher education
program.
Corequisite: CAT 216
222 Reading Content and Methods 3 hours S
Students will study the content of elementary developmental reading
programs, including reading skills and strategies; approaches to
teaching reading, motivation and practice strategies; ways to develop
a balanced reading program; and ways of providing for children
with different needs.
Prerequisites: EDU 201, EDU 224 and PSY 237.
224 Children’s Literature 2 hours F
This course includes the study of literature for children, including
picture books, poetry, folklore, fantasy, science fiction, contemporary
realistic fiction, historical fiction, biography and nonfiction. Students
will also consider multicultural literature, ways of sharing literature
with children, helping children respond to literature and developing
a literature program.
Prerequisites: EDU 201 and PSY 237.
252 Using Art and Music to Enhance Instruction in the Elementary
Classroom 2 hours F,S
This course is designed to prepare elementary education students
to integrate art and music into daily classroom instruction. Upon completion
of the course work, all students will be able to successfully use art
and music in all subject areas and classroom settings throughout the
school year.
Prerequisites: EDU 201
290/390/490 Rapid Educational Development Initiative (REDI)
1-3 hours F,S
Classroom settings will provide an environment for application for students
showing exceptional teaching skills. Students will be matched with a
teacher in the Mitchell School District or surrounding communities and
replace and connect coursework tasks with relevant real classroom episodes.
Students may take the course each semester as an honors education program.
Prerequisites: Application and approval of department chair, EDU 201
and sophomore status.
299 Selected Topics - Basic 1-3 hours TBA
300 Field Experiences in Education 1-3 hours F,S
This course provides practical experiences in classroom settings
in order to become familiar with teaching strategies, instructional
models and classroom management systems. It is required concurrently
with the methods course in the teaching major. Required classroom
hours: 45 hours for each semester credit hour.
311 Educational Psychology 3 hours F,S
This course is a study of the nature of learning, intelligence, memory
and transfer, with an emphasis on their application to education
through the formulation of objectives, sequencing of learning experiences
and choosing appropriate teaching methods. Students will identify
teacher characteristics and behaviors as they affect the learner
and the relationship of motivation to learning. Student portfolios
are evaluated for the second time in this course.
Prerequisites: EDU 201, PSY 237 and SPD 206. Nonteaching majors must
have consent of instructor.
322 Reading Diagnosis and Prescription 3 hours S
This course focuses on finding a student’s reading level and
matching it with strategies to enhance strengths and diminish weaknesses.
Study of informal reading inventories and strategies to improve reading
are directed toward both the typical student and the student with
exceptionalities. This course includes a field experience of assessment
and evaluation, as well as the opportunity to tutor students in reading.
This course is part of the spring block.
Prerequisites: EDU 222 and EDU 224.
324 Language Arts Content and Methods 2 hours S
Students will study oral and written communication skills and strategies
as well as ways to develop them in a language arts program. This
course addresses ways to provide for students with different needs.
Students will prepare a literature-based thematic or topical unit
that integrates the language arts with other curriculum areas.
Students will have a brief field experience in an elementary classroom
working with children on a writing project. This course is part
of the spring block.
Prerequisites: EDU 222 and EDU 224.
330EL, 330SE Curriculum Standards and Assessment 3 hours F
This course will focus on the various forms of assessment, including
measurement and evaluation, and the connection to local, state and national
standards in all of the disciplines. Students will evaluate observed
classrooms and apply strategies to meet various standards in a field
experience. For elementary majors, this course is part of the fall block
and is listed as EDU 330EL. For K-12 and 7-12 majors, this course should
be taken with both the field experience and discipline methods course
and is listed as EDU 330SE. This course is part of the fall block.
Prerequisite: EDU 311.
332 Teaching English Language Learners in the General Education
Classroom 3 hours S
Students will develop the knowledge and skills needed to teach
English language learners. During this course, participants will learn
scientifically based strategies to improve the quality of instruction
for the English Language learner. In addition, the participant will
learn practical information about acknowledging the diversity of the
ELL population of students including social and emotional needs. The
tone of this course is directed toward compassion and academic rigor
for the ELL student within the regular classroom environment.
Prerequisite: EDU 201
342 Social Studies Content and Methods 2 hours F
This course is a survey of social studies education in the United States,
looking at methodology and practices for students in the elementary
and secondary levels. It includes organization of the social studies
curriculum and available materials, and modification of the curriculum
for students with unique needs. A field experience in elementary/secondary
classrooms is required. This course is part of the fall block.
Prerequisites: EDU 201 and SPD 206.
Corequisites: EDU 300 and EDU 330.
343 Science Content and Methods 2 hours F
Students will develop an understanding of the basic scientific skills
to be mastered by students at K-8 levels and an awareness of the
methodologies of teaching science concepts, including modification
of the curriculum for the exceptional student. Students are assigned
to classrooms for fieldwork. This course is part of the fall block.
Prerequisites: BIO 101 or BIO 102, and PHS 101.
344 Mathematics Content and Methods 2 hours S
Students will learn teaching strategies and related activities that
develop concepts introduced in grades K-8, including modification
of the curriculum for the exceptional student. Students are assigned
to classrooms for fieldwork. This course is part of the spring
block.
Prerequisite: MTH 150.
387 Evidence-Based Reading Instruction, 3 hours, F,S
This course
builds teacher candidates’ knowledge of evidence-based
instructional practices that promote phonemic awareness, phonics,
fluency, vocabulary, and comprehension development. Course facilitator
will model principles of systematic and explicit instructional strategies
consistent with the findings of scientific based reading research
supported by state and national initiatives. Teacher candidates should
leave this course with a deep understanding of researched-based programs
and methods intended to raise the proficiency levels of all readers,
especially those who struggle regardless of age.
Prerequisite: EDU 222
388 Teaching Reading/Writing in the Content Area 3 hours F,S
This course is developed for preservice teachers preparing for secondary
school certification. Students will analyze the at-risk reader at the
secondary level and investigate approaches to meeting the needs of all
learners. The course includes strategies for teaching comprehension,
vocabulary, and fluency. This course presents a balance of theory and
application related to secondary school literacy. Field experience requirement.
410 Human Relations/Multiculturalism 3 hours F,S
This course provides an understanding of cultural backgrounds and
the influences of dehumanizing biases such as racism, sexism and
classism on the lives of students.
General Education: Cultural Awareness
412 Meeting the Needs of the Adolescent Learner 3 hours F,S
The course will help prepare the educator to teach at the middle
level. The course will develop an understanding of the middle school
concept and the instructional strategies that support that concept.
Fieldwork at the middle level is required.
460 Independent Study in Education 1-3 hours F,S
Students can select projects for intensive study.
Prerequisite: Consent of instructor or chair of the education department.
470EL Elementary School Student Teaching 14 hours F,S
Teaching candidates are assigned to a school district and supervised
by a certified teacher at the elementary level and/or middle
school/junior high level for 70 days. During this period they
will fulfill obligations
and responsibilities similar to those of the cooperating teacher.
This course is part of the professional semester and is taken
along with a two-credit seminar, which is part of the 16 hours
for degree
students. Students also meet during the professional semester
for seminar requirements. This course is offered Credit/No Credit
only.
The DWU Student Teacher Handbook and seminar syllabus serve as
the course syllabus.
Prerequisites: Completion of all coursework required for graduation,
2.6 GPA, acceptance from the education department faculty, exceeding
the minimum scores on the appropriate PRAXIS II examinations and approval
for student teaching placement.
470SE Secondary School Student Teaching 14 hours F,S
Teaching candidates are assigned to a school district and supervised
by a certified teacher at the middle school/junior high level and/or
at the secondary level for 70 days. During this period they will
fulfill obligations and responsibilities similar to those of the
cooperating teacher. This course is part of the professional semester
and is taken along with a two-credit seminar, which is part of
the 16 hours for degree students. Students also meet during the
professional semester for seminar requirements. This course is
offered Credit/No Credit only. The DWU Student Teacher Handbook
and seminar syllabus serve as the course syllabus.
Prerequisites: Completion of all coursework required for graduation,
2.6 GPA, acceptance from the education department faculty and secondary
discipline faculty, exceeding the minimum scores on the appropriate
PRAXIS II examinations and approval for student teaching placement.
470KT Kindergarten-12 Student Teaching 14 hours F,S
Teaching candidates are assigned to a school district and supervised
by a certified teacher at two of three levels (elementary and/or
middle school/junior high and/or secondary) for 70 days. During
this period they will fulfill obligations and responsibilities
similar to those of the cooperating teacher. This course is part
of the professional semester and is taken along with a two-credit
seminar, which is part of the 16 hours for degree students. also
meet during the professional semester for seminar requirements.
This course is offered Credit/No Credit only. The DWU Student Teacher
Handbook and seminar syllabus serve as the course syllabus.
Prerequisites: Completion of all coursework required for graduation,
2.6 GPA, acceptance from the K-12 discipline faculty, exceeding the
minimum scores on the appropriate PRAXIS II examinations and approval
for student teaching placement.
471 Seminar, 2 hours, TBA
The teacher candidate is required to take
this seminar during their student teaching experience. Candidates
will research the following
topics during this sem |