Motto
"Impacting futures … one mind at a time."

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.

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
The goal of Dakota Wesleyan University Department of Education is to prepare competent, effective and dedicated teachers. The program will provide a liberal arts program to help the student:

• 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.

DWU offers the following teacher education 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 Biology Education
• 7-12 History Education
• K-12 Art Education
• K-12 Music Education
• K-12 Physical Education
• K-12 Special Education

DWU offers the following Endorsements:

• Birth through Preschool Education
• Birth through Preschool Special Education
• Coaching
• Kindergarten Education
• 5-8 Middle Level Education
• 7-12 Language Arts–Drama/Theatre Education
• 7-12 Language Arts–Speech/Debate
• K-12 Adapted Physical Education
• K-12 Special Education
• 7-12 Special Education
• K-8 Special Education
  

An education program is defined as all courses necessary to be certified for teaching in the state of South Dakota. Certified teachers who desire additional endorsements in other subject area must pass the PRAXIS II exam for that area. Requirement for areas without PRAXIS II exams are listed in the appropriate section of the catalog or see the South Dakota Department. of Education Web site at http://doe.sd.gov or the PRAXIS Web site at www.ets.org for clarification, or contact an adviser in your content area or the education department chair.

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 on a compact disc that can be purchased for a minimal fee in the education department.

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. No other education courses may be taken until the student is formally admitted into the education program.

Upon demonstration of the following requirements and review by the department chair, a student will be approved to register for EDU 201.

• complete three courses toward the General Education requirements; and
• have a cumulative GPA of at least 2.6.

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.

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 admitted to the teacher education program based on the completion of the following requirements:

• cumulative GPA of 2.6 or higher;
• three letters of recommendation from Dakota Wesleyan University professors;
• signed acknowledgement of South Dakota State Department of Education conditions of Certificate Revocation Codified Law; and
• completed teacher attribute review and associate forms.

The recommendation process will be completed the week following the end of the semester in which the student completes EDU 201. 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. All transfer students must formally apply to the education department chair to be admitted to the Dakota Wesleyan Education program. The education chair will send written documentation of the decision to the teacher education program candidates.

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 college dean, the chair of the education department, director of student life and three practicing teachers and/or administrators.

Professional Semester
The professional semester is the semester in which a student prepares for and participates in the student teaching experience. Students will register for the appropriate course in EDU 470, EDU 480 or SPD 470. The student teaching experience will be in conjunction with 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 will also meet in a seminar format throughout the professional semester.

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 total of 20 full weeks of supervised experiences 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 appropriate levels. 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. Grades are assigned for the two credit seminar taken in conjunction with the student teaching experience.

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.

Student Teaching
As per state law 24:53:06 requirements for South Dakota Certification (revised in July 2008), teaching candidates must reach a minimum cutoff score to achieve legal teaching certification in the state of South Dakota in addition to required coursework, in all areas for which a state exam is available. 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.

Students must submit passing examination scores as a prerequisite to student teaching. They can be submitted 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.

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.

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;
• a cumulative GPA of 2.6 is required in the teaching major and courses required for certification. A cumulative GPA of 2.6 is also required in all coursework;
• 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).

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.

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.

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 Certification Officer for Dakota Wesleyan University who recommends certification to the state. A student must receive credit in the appropriate EDU 470 or EDU 480 course 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://doe.sd.gov/ for state of South Dakota requirements or www.ets.org/praxis to learn more about the PRAXIS II examination.

Directed Studies, Independent Studies, Credit by Examination, CLEP and 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.

Upon approval, the students must complete an application which will require the approval of the department chair, instructor, adviser and dean. This application will be required for registration and is not complete until it is fully executed and received by the registrar’s office.

There are a limited number of required education courses that allow credit by exam. Life experience will not be considered for education course credit.

Elementary Education Program
The elementary education program at Dakota Wesleyan University requires:

1. 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 470E or EDU 480 are taken Credit/No Credit.
2. Completion of graduation requirements, including General Education courses and at least 126 total hours.
3. Students completing the elementary education program are not required to complete a minor as stated in “Graduation Requirements for Bachelor of Arts.”
4. Meet or exceed minimum scores on appropriate PRAXIS II tests before student teaching.
5. Completion of electronic portfolio and exit interview.

Elementary Education Courses

General Education Support Courses

Endorsements (as related to K-8 elementary education program)
Kindergarten Education Endorsement

1. Completion of an elementary education program.
2. Completion of nine semester hours of early childhood courses as follows:

5-8 Middle Level Education Endorsement
1.  Completion of an elementary education program.
2.  Completion of nine semester hours of courses as follows:

3.  Meeting or 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.

Birth through Preschool Education Endorsement

1. Completion of an elementary education program.
2. Completion of 18 semester hours and exceeding minimum score on appropriate PRAXIS II test of early childhood courses as follows:

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

1. Completion of an elementary education program.
2. Exceeding minimum scores on PRAXIS II tests.
3. Completion of 18 semester hours of early childhood courses as follows:

Secondary Education Program
The secondary education program at Dakota Wesleyan University requires:

1. A specific discipline education program for 7-12 teaching (English, history, mathematics, business or biology).
2. Completion of graduation requirements for the Bachelor of Arts degree.
3. Meeting or 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 470S is taken Credit/No Credit.  EDU 471 is taken for a grade.

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 meeting or exceeding the minimum scores on the PRAXIS II examinations. 

Dakota Wesleyan offers the following content programs: 

Each discipline may recommend coursework for endorsements to help the student meet or exceed the minimum score on the PRAXIS exam.  Contact the department chair of that discipline for suggestions.  The state requirements for each are listed on the South Dakota Department of Education Web site http://doe.sd.gov/ or www.ets.org/praxis to learn more about the PRAXIS II examination.

Teaching endorsements are available in the following areas in conjunction with the completion of a 7-12, K-8 or K-12 education program: 

Endorsements for the Secondary Education Program
Any student who has received a teaching certificate in South Dakota may choose to take and pass additional PRAXIS content tests in order to be endorsed in other teaching content areas.

Special Education Program
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, meet or exceed minimum scores on the appropriate PRAXIS exams for elementary education and special education and complete the following courses:

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.

K-12 Special Education Courses

General Education Courses
Choose courses from the following subject areas:

Special Education Endorsements for Teacher Certification
Three levels of endorsements:
K-12 Special Education Endorsement
7-12 Special Education Endorsement
K-8 Special Education Endorsement

General Requirements for all three endorsement levels:  Teacher certification and three years of general classroom teaching experience or special education certification and one year of special education teaching experience.

A special education endorsement requires passing the state special education teacher licensing examination, and a minimum of a three semester hour special education practicum at each level of endorsement, if not previously completed.

At the K-12 endorsement level, a minimum of 27 semester credits with a minimum of 24 in special education are required to include vocational transition and a special education practicum at both elementary and secondary levels.

At the 7-12 endorsement level, a minimum of 26 credits with a minimum of 23 in special education are required to include vocational transition and a special education practicum.

At the K-8 endorsement level, a minimum of 26 semester credits with a minimum of 23 in special education are required to include a special education practicum.

For further information on all endorsement levels please see the education department.

Course Descriptions
Early Childhood Education (ECE)
320 Birth to Age 8 Curriculum 3 hours TBA
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 3 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. EDU 201 is a prerequisite for all other education courses.
Prerequisites:
1. completion of at least three General Education courses;
2. an accumulated GPA of at least 2.6; and
3. proof of liability insurance or DWUFTO membership.
Admittance to this course constitutes application to the teacher education program.
Corequisite: EDU 216

216 Technology for Teachers I 1 hour F,S
This course provides a foundation for integrating technology into the classroom with instructional activities and tools. Developing a mindset for enhancing classroom instruction with technology through exploration and application is a primary goal in addition to recognizing standards, ethics and human issues related to the use of technology in the classroom. This course includes meeting the needs of the adolescent learner.
Corequisite: EDU 201.

222 Reading 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 3 hours F
This course includes the study of a variety of genres including multicultural literature for children. Teacher candidates will explore ways of sharing literature and investigate and apply effective strategies for integrating children’s literature into the general classroom. This course includes meeting the needs of the adolescent learner. Experiential teaching in the real classroom will provide extended opportunities to develop skills.
Prerequisites: EDU 201 and PSY 237.

252 Music, Movement and Art 3 hours F
This course is designed to prepare education students to integrate art, music and movement into daily classroom instruction. Upon completion of the course work, all students will be able to successfully use music, movement and art in all subject areas and classroom settings throughout the school year. This course includes meeting the needs of the adolescent learner.
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
This course integrates psychological theories into the field of education. Students will identify teacher characteristics and behaviors as they affect the learner and the relationship of motivation to learning and understand the significance of these theories through application and research. 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.

316 Technology for Teachers II 1 hour F,S
This course continues and expands on materials introduced in EDU 216. Students will construct lesson plans and present lessons integrating a variety of technology applications. This course includes meeting the needs of the adolescent learner. Experiential teaching in the real classroom will provide extended opportunities to develop skills.
Prerequisite: EDU 216.

324 Language Arts Methods K-12 3 hours S
This course provides the K-12 teacher candidate with a balance of theory and application regarding the skills needed to teach reading and writing in the content areas. Students will investigate, develop and apply strategies using a variety of scientifically researched reading, writing, listening and speaking methods to meet the literacy needs of all students. This course is part of the spring block experience.
Prerequisites: EDU 201.

330 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. This course includes meeting the needs of the adolescent learner.
This course is part of the fall block experience.
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: EDU201.

335 American Indian Education 3 hours Su
This course is designed for prospective and experienced teachers. Students will learn about the rich American Indian culture in South Dakota and its impact on the education of American Indian students. The study includes an examination of skills necessary for the effective teaching of American Indian children. The course is designed to meet the South Dakota certification requirement in American Indian studies and is required of all teacher education students.
Prerequisite: EDU201
General Education: Cultural & Global Awareness

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.
Prerequisites: EDU 201 and SPD 206.
Corequisites: EDU 300 and EDU 330.

343 Science Methods 3 hours F
This course is a survey of 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 includes meeting the needs of the adolescent learner. This course is part of the fall block experience.
Prerequisites: BIO 101 or BIO 102, and PHS 101.

344 Mathematics Methods 3 hours S
This course is a survey of the contemporary mathematical process to be mastered by students at K-8 levels and an awareness of the problem-solving methodologies of teaching concepts, including modification of the curriculum for the exceptional student. Students are assigned to classrooms for fieldwork. This course includes meeting the needs of the adolescent learner. This course is part of the spring block experience. Prerequisite: MTH 150.

356 Secondary Teaching Methods 3 hours TBA
This course covers the methods of teaching secondary education, and considers all the aspects and responsibilities that come with the job, including the decision-making process, establishing a classroom climate conducive to learning, motivating students, classroom management, linking curriculum and instruction, planning the instruction, instructional techniques and methods for promoting learning. A constructivist approach to teaching and learning is emphasized. A field experience in secondary education is required.
Prerequisites: EDU 201 and SPD 206.
Corequisites: EDU 300 and EDU 330.

365 Classroom Management for the K-12 Educator 3 hours S
This course will provide a foundation for classroom management strategies. Research-based methods of classroom management will be identified and applied in interactive settings. This course includes meeting the needs of the adolescent learner. This course is part of the spring block experience.
Prerequisite: EDU201.

387 Evidence-Based Reading 3 hours F
This course builds the K-8 teacher candidate’s knowledge of evidence-based instructional practices that promote all components of reading acquisition. An investigation of reading diagnosis and prescription provides the teacher candidate with skills needed to identify reading levels and determine appropriate interventions for the exceptional student. This course includes meeting the needs of the adolescent learner.
Prerequisite: EDU 201 and 224.

388 Teaching Reading/Writing in the Content Area 3 hours F
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 the students with knowledge in the areas of multiculturalism and human relations. Students will understand the impact of a changing society on the educational institution, through service learning, various sources, interpersonal communication and research. Some field experience will be required.

412 Meeting the Needs of the Adolescent Learner 3 hours F
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.

416 Technology for Teachers III 1 hours F,S
This course is the culminating experience in the Technology for Teachers series. Students will study current technology with a focus on Web 2.0. Students will collaborate with a classroom teacher in order to integrate various Web 2.0 applications. The teacher candidate will demonstrate technology skills in a formal lesson presentation.
Prerequisite: EDU 316.

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.

470E 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.

470S 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.

470K 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. 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 F,S
The teacher candidate is required to take this seminar during their student teaching experience. Candidates will research the following topics during this seminar: classroom climate, instructional pedagogy, assessment, resume writing, and interviewing skills. Students are required to complete their electronic portfolio and an action research project during the seminar. Attendance is required in order to successfully complete the student teaching experience. Class dates will require the teacher candidate to be on campus before the beginning of each semester.

480E, 480S Double Major Student Teaching 21 hours F,S
This course assists any teaching candidate who is pursuing a Special Education certification (SPED) and either an elementary or a secondary certification simultaneously and will require 21 weeks of student teaching: seven hours specifically elementary or secondary, seven hours specifically special education, and seven hours of a combination of secondary/elementary and SPED. The 23 hours include the above 21 weeks of student teaching and the two-hour seminar (if needed). This meets South Dakota requirements for teaching candidate internships and meets DWU’s prescribed program for completion of a teaching major. Typically, the internships cross two academic semesters. During this internship, the teaching candidate will fulfill all obligations and responsibilities of the cooperating teacher. This course is offered Credit/No credit only. The DWU Student Teacher Handbook and seminar syllabus serve as the course syllabus.

499 Selected Topics – Advanced 1-3 hours TBA

Course Descriptions
Special Education (SPD)
206 Teaching Students with Exceptionalities in the General Classroom 3 hours S
This course is designed to familiarize students with requirements of the Individuals with Disabilities Education Act, curriculum development and modification for inclusion of students with exceptionalities in the regular classroom, and techniques for providing a positive learning environment for all students, regardless of ability level. Areas of exceptionalities studied include physical impairments, impaired sensory or motor functions, health impairments, learning disabilities, mental disabilities, giftedness, and behavioral or emotional disabilities. This class examines major trends and issues in special education, with emphases on collaboration and inclusion, service delivery models, roles of general and special class teachers, individual education programs, and family and community involvement. This course addresses the needs of the individual with exceptionalities from birth through adulthood. Student professional electronic portfolios are evaluated for the first time in this course.
Prerequisites: EDU 201 and PSY 237.

300 Field Experience in Special 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.

310 Developing and Adapting Curriculum for Individuals with Exceptionalities 3 hours TBA
This course addresses instructional strategies, materials and equipment, and assistive technology devices needed to provide a positive learning environment for students with disabilities. Students in this course will develop, implement and evaluate a variety of instructional approaches for students with disabilities. Students will demonstrate ability to select, adapt and use both commercial and teacher-made media and instructional materials, and evaluate and adapt the learning environment to provide students with disabilities an appropriate education in the least restrictive environment.
Prerequisite: SPD 206.

311/511 Students with High Incidence Disabilities 3 hours TBA
This course serves as an introduction to the field of specific mild learning disabilities. Theoretical approaches to the field are considered. Emphasis is on the neurological, psychodynamic and behavioral approaches. Assessment techniques to aid diagnosis are presented. Various treatment methods are compared. Students are given an opportunity to work with children with learning problems. Students will use alternative technologies in class presentations and will demonstrate appropriate teaching methodology. Legal issues will be presented concerning meeting the needs of all students, including the development of the Individualized Education Plan (IEP), assessment of students with disabilities and transition of the student from school to work.

312/512 Students with Low Incidence Disabilities 3 hours TBA
This course serves as an introduction to and a detailed investigation of educational, psychological and sociological concerns of people with developmental disabilities. Students will review the history of developmental disabilities, and the various learning theories as they apply to children and adults with mental retardation and developmental disabilities. Legal issues will be presented concerning meeting the needs of people with severe disabilities, including writing the Individualized Education Plan (IEP), creating optimal services and transition from school to work.

315/515 Administering Tests and Assessing Behavior of Individuals with Exceptionalities3 hours TBA
This course addresses screening, assessment and evaluation of individuals with disabilities from birth through age 21. Students in this course will develop, select, administer and interpret formal and informal instruments and strategies used to determine the level of individual student performance in academic, cognitive, communicative, social, emotional, behavioral, psychomotor, prevocational/vocational and independent living skills areas. Students will have practice in using evaluation and other information to determine whether an individual has a disability and requires special education or related services, and also to develop an appropriate individual education program. Standards of ethics and protocol for observation and assessment will be integrated throughout this course.
Prerequisite: SPD 206.

320/520 Communication, Collaboration and Consultation and Special Education Law 3 hours TBA
Students will be familiar with the placement committee process, including roles and responsibilities of required members. Students will develop skills to communicate effectively and work collaboratively as a member of a multidisciplinary team. The importance of the parent/family and the professional partnership will be emphasized. This course encompasses a life-span perspective, requiring the student to be knowledgeable of the early intervention service system, rehabilitation service system and other interagency systems, as well as transition planning. Students will review federal and state special education laws, including the impact of the No Child Left Behind Act of 2001 on special education services.
Prerequisite: SPD 206.

325/525 Management Techniques for Individuals with Exceptionalities 3 hours TBA
The focus of this course is to develop and design positive behavioral interventions, strategies and supports that represent current and best practices for individual and whole classroom management. Students will familiarize themselves with etiology and characteristics of individuals with behavioral and/or emotional challenges. Students will practice techniques for effective observation, assessment and evaluation of students with behavioral challenges. Focus will be on creating classrooms where learning is optimized through peaceful, respectful interactions between students and teachers, as well as among students.
Prerequisite: SPD 206.

328 Special Education at the Early Childhood and Kindergarten Level 3 hours TBA
This course will focus on effective strategies of instruction and intervention, and curricular approaches to use in meeting the needs of preschool- and kindergarten-aged children with exceptional learning needs. Students will learn to integrate the best practices of early childhood education with the best practices of special education. Developmentally appropriate practice recommended by the leading professional organizations in the fields of early childhood education and special education will serve as guidelines for this course.

450/550 Early Childhood and Special Education Practicum 2-4 hours F,S
Students completing the special education birth through preschool endorsement are assigned to an early childhood special education setting and supervised by a certified early childhood special education teacher. Required classroom hours: 45 hours for each semester credit hour.

470 Student Teaching in Special Education 14 hours F,S
Students will student teach for 70 actual school days, under the supervision of a certified special education teacher. The student teacher will be assigned to an elementary placement for 35 days and secondary placement for 35 days. 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 approval for student teaching placement.

471 Seminar 2 hours F,S
The teacher candidate is required to take this seminar during their student teaching experience. Candidates will research the following topics during this seminar: classroom climate, instructional pedagogy, assessment, resume writing, and interviewing skills. Students are required to complete their electronic portfolio during the seminar and an action research project. Attendance is required in order to successfully complete the student teaching experience. Class dates will require the teacher candidate to be on campus before the beginning of each semester.