History Education Course Descriptions
HIS 101 World History I
This course is a general survey of the history of world civilizations from ancient times to approximately 1500.
HIS 102 World History II
This course is the second half of a general survey of the development of civilizations from ancient times to the present, including discussion of the nature of history, the political and cultural advancement ofcivilizations and their interactions. HIS102 covers the time period since approximately 1600 A.D. General Education: History (effective by 2009)
HIS 141 History of the Modern World
This course surveys the historical contours of world civilizations with attention to their geographical settings and contexts since approximately 1500. It considers the larger meaning and significance of these civilizations’ respective contributions to the development of the modern world. This course is a breadth of knowledge course as designated by Dakota Wesleyan’s general education program. Breadth of knowledge courses expose students to knowledge and concepts that Dakota Wesleyan University believes all its graduates should possess.
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.
HIS 330 History of South Dakota
This course is a survey of the history of South Dakota. Topics include geography, early explorations, American Indian life, and the political, economic and cultural developments after white settlement. HIS 330 is required for all history education majors.
HIS 360 Middle and Secondary History Teaching Methods
This course is a survey of history teaching standards and methods at the middle and secondary levels. Although the course will address state and national standards in social studies and provide some brief introductions to other social studies disciplines, it will largely focus on the theories and methods of teaching history at the middle and secondary levels. The course is a required course for all history education majors. Prerequisites: HIS 101, HIS 141, HIS 201, HIS 202 and EDU 201, or consent of the instructor and the chair.
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 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 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 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 456 Secondary and Middle Level Methods
This course covers the methods of teaching secondary and middle level 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 is required. Prerequisite: EDU 201. Corequisites: EDU 435 or approval of the chair of the education department.
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 474 7-12 Student 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 (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 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 and secondary discipline faculty, submission of passing scores on the required Praxis 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.
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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