Elementary Education Course Descriptions
EDU 201 Foundations of Education
This course is an investigation of contemporary education in America and assists candidates 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 all education majors and is taken as the first in the sequence of education courses. EDU 201 is a prerequisite for all other education courses.
EDU 216 Technology for Teachers I
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.
EDU 220 Technology for Teachers
This course provides a foundation for integrating technology into the classroom. A primary goal is the development of a mindset intent on exploring, identifying, engaging and applying current, emerging and future technologies in the teaching/learning process. Students enrolled in the course will consider the appropriate relationship of technology to standards and ethical issues. They will design and present technology-enhanced lessons and become skilled, confident users of digital and electronic resources.
EDU 224 Children’s Literature
This course provides an in-depth exploration of various genres of literature for children in kindergarten through grade eight. Teacher candidates will examine the history of and current trends in children’s literature, explore ways of sharing books, and investigate effective strategies for integrating children’s literature into the general curriculum. Opportunities to read to children in actual classrooms will provide extended opportunities to develop knowledge and skills.
EDU 252 Music, Movement and Art
This course is designed to prepare candidates to integrate art, music and movement into daily classroom instruction. Upon completion of the coursework, all candidates will be able to successfully use music, movement and art in all subject areas and classroom settings throughout the school year. Prerequisite: EDU 201.
EDU 310 Human Relations/Multiculturalism
This course provides candidates with knowledge in the areas of multiculturalism and human relations. Teacher candidates will understand the impact of a changing society on education and human relations. This course provides an understanding of cultural backgrounds and the influences of dehumanizing biases such as racism, sexism and classism and how they affect the lives of students in schools. A field experience is required for this course so there will be related expenses.
EDU 311 Educational Psychology
This course will examine theories of learning and how they may be applied to the classroom. It will include the study of cognitive development, motivation and learning, how knowledge is constructed, constructivism, individual differences in learning, and learning environments. Prerequisites: EDU 201. Non-education majors must have consent of the instructor.
EDU 335 American Indian Education
This course is designed for prospective and experienced teachers. Candidates 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 candidates. Out-of-town travel and additional related expenses are required for this class. Prerequisite: EDU 201. Non-education majors must have consent of the instructor.
EDU 380 Evidence Based Reading (K-3)
This course builds the K–3 teacher candidate’s knowledge of evidence-based instructional practices of the five essential components of reading acquisition specific to the K–3 level. The study includes investigation of, diagnosis and prescription and intervention methods needed to prescribe appropriate instruction for the struggling reader. Prerequisite: EDU 201.
EDU 382 Evidence Based Reading (4-8)
This course builds the K–8 candidate’s knowledge of evidence-based reading instructional practices related to students in grades 4–8. An investigation of reading diagnosis and prescription provides candidates with skills needed to identify reading levels and determine appropriate interventions for the struggling reader. Prerequisite: EDU 201.
EDU 412 Adolescent Learners’ Needs
This course will help prepare candidates to teach at the middle grade level. The course will develop an understanding of the middle school concept and the instructional strategies that support that concept. Field experience at the middle level will be required. Prerequisite: EDU 201.
EDU 424 Literacy Methods in Content Area
This course provides teacher candidates with a balance of theory and application regarding the skills needed to teach reading and writing in the content areas. Candidates 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. For elementary education majors, this course is part of the spring block experience. Courses include EDU 424, EDU 444 and EDU 465. Prerequisite: EDU 201. Corequisites for elementary education majors: EDU 444 and EDU 465. Corequisites for secondary education majors: EDU 465 or approval of education department chair
EDU 435 Curriculum Standards & Assessment
This course supports an educator’s ability to design and implement assessment practices that promote student learning by first improving instruction and then gauging its success. Emphasis is placed on constructing reliable and valid assessments; connecting classroom assessment to local, state and national standards, providing effective feedback and grading and understanding individual, classroom and cultural differences that impact assessment. Students will incorporate various assessment procedures in standards-based lessons they plan and teach during the course field experience. Prerequisites: EDU 201 Corequisites for elementary education majors: EDU 442 and EDU 443.
EDU 442 Social Studies Methods and Practicum
This course provides teacher candidates with a balance of theory and application regarding the skills needed to teach the social studies concepts in the K-8 classroom. Candidates will investigate, develop and apply strategies using a variety of scientifically researched teaching methods to meet the needs of all students. This course is part of the spring practicum experience. Prerequisite: EDU 201. Corequisites: EDU 435 and EDU 443.
EDU 443 Science Methods/Practicum
This course is a survey of basic scientific skills to be mastered by students at Kâ8 levels and an awareness of the methodologies of teaching science concepts, including modification of the curriculum for the exceptional student. Candidates are assigned to classrooms for fieldwork. This course is part of the fall block experience for elementary education majors. Prerequisites: EDU 201, BIO 101 and PHS 101. Corequisites: EDU 435 and EDU 442.
EDU 444 Mathematics Methods and Practicum
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. Candidates are assigned to classrooms for fieldwork. This course is part of the spring block experience for elementary education majors. Prerequisites: EDU 201 and MTH 150. Corequisites: EDU 424 and EDU 465.
EDU 465 Classroom Management for the K-12
This course will involve the study of strategies for creating successful K–12 learning communities, planning for the school year, developing positive relationships with the students, working with families, establishing classroom procedures and rules, maintaining appropriate behavior, preventing, managing and responding to inappropriate behaviors, motivating students to learn and responding to inappropriate behaviors. Different practices of classroom management will be explored. School law, professional practice, and teacher ethics will also be covered. This course requires a field experience. This course is part of the spring practicum experience for elementary education majors. Courses include in the spring practicum for elementary education majors are: EDU 424, EDU 444 and EDU 465. Secondary education majors are strongly advised to take this course at the same time as EDU 424. Prerequisite: EDU 201. Corequisites for elementary education majors: EDU 424 and EDU 444. Corequisites for secondary education majors: EDU 424 or approval of department chair.
EDU 472 K-8 Student 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 (14 full weeks). 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 candidates. Candidates 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, admission from the education department faculty, submission of passing Praxis II examination scores for the required tests and approval for student teaching placement. Corequisite: EDU 475.
EDU 475 Seminar
Candidates are 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. Candidates 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. Corequisite: EDU 470, EDU 472, EDU 474, or SPD 470.
BIO 101 General Biology
Students will examine concepts and theories in the following areas: the philosophy and methods of science; ecology; cell structure and function; genetics; and evolution. Three lectures, one laboratory. This course is intended to primarily serve those not majoring in the Biological Sciences. Note: A student who takes BIO 101/BIO 101L and then decides to major in the life sciences may take BIO 122 with consent of the instructor. If the instructor determines it is in the best interest of the student to take BIO 120, only BIO 120 will count toward the major. Any student who takes both BIO 101 and BIO 120 can count only one of these courses toward the major. Prerequisite or corequisite: BIO 101L.
HIS 201 United States History I
This course is the first half of a study of U.S. history from the colonial period to the present. Special emphasis is given to problem-solving techniques using historical case studies. HIS 201 covers the time period to approximately 1877.
HIS 202 United States History II
This course is the second half of a study of U.S. history from the colonial period to the present. HIS 202 covers the time period since approximately 1877.
HLT 232 Health Education
This course involves the study of attainable goals for school, personal and community health, and provides an emphasis on wellness for all ages.
MTH 125 College Algebra
A study of the major concepts of algebra. Topics include: linear, exponential, logarithmic, power, quadratic, polynomial and rational functions and their graphs. Also included is solving equations, inverse functions, transformation of functions, and an introduction to series, sequences, rudimentary statistical concepts, and probability. Modeling of real-world phenomena will be used to reinforce these concepts as pertinent to today’s students. Prerequisite: Math placement or consent of instructor.
MTH 150 Mathematics for Elementary Teacher
This course is designed expressly for the needs of elementary school teachers, including the structure of arithmetic, sets, elementary logic, number systems, relations and functions. Prerequisite: A course in intermediate algebra or another course approved by the education department or permission of the education department.
POL 153 United States Government
This course is an introductory survey of principles, organization, processes and functions of government and politics in theUnited States. General Education: Social, Psychological and Political Thought - Institutional. (effective by 2009)
PSY 237 Developmental Psychology
This course is a sequential study of the individual from conception to death. Students will study research regarding human physical, cognitive and social-emotional development, along with implications for parents, teachers and counselors.
SPD 206 Introduction to Exceptional Students
This course defines and examines the nature and needs of exceptional learners, including those with documented disabilities as well as giftedness and those with multicultural heritages. Special education foundations and legal mandates will be discussed. Appropriate accommodations and teaching methods designed to meet the needs of the range of students included in a typical classroom will be examined. The role of teachers, parents and other relevant personnel will be investigated in relation to programming for struggling learners. Students will research a specific educational challenge and complete observation hours in a school setting. Prerequisite: EDU 201 or Corequisite EDU 201 or instructor permission.
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