History Education Course Descriptions
HIS 101 World History I
This course is the first 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 of civilizations and their interactions. HIS101 covers the time period to approximately1600 A.D. General Education: History (effective by 2009)
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 201 United States History I
This course is the first half of a study ofU.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. General Education: History (effective by 2009)
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. General Education: History (effective by 2009)
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. General Education: History (Prior to Fall 2009)
HIS 360 Middle/Second History Teachng Methd
This course is a survey of history and social studies teaching at the middle and secondary levels. Although the course will generally examine national and state standards in both history and social studies at the middle and secondary levels, the course focuses on the theories, methods, and strategies of teaching history at these levels. Pre-requisites: HIS 101, 102, 201, & 201 & EDU 201 (If possible, it is recommended that students complete EDU 330 & EDU 356 before taking HIS 360).
EDU 201 Foundations of Education
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 2.7; and 3. proof of liability insurance or DWUFTO membership. Admittance to this course constitutes application to the teacher education program. Corequisite: EDU 216
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 310 Human Relations/Multiculturalism
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.
EDU 311 Educational Psychology
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: PSY237, EDU 201 and SPD 206. Nonteaching majors must have consent of instructor.
EDU 316 Technology for Teachers II
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.
EDU 335 American Indian Education
This course is designed for prospective and experienced teachers. Students will learn about the rich American Indian culture in South Dakota, and they will examine and discuss a variety of skills and information necessary for success in working with 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. (effective by 2009)
EDU 412 Adolescent Learners’ Needs
This course will help prepare the educator to teach at the middle level. The course will develop an understanding of the middleschool concept and the instructional strategies that support that concept. Fieldwork at the middle level is required. Prerequisite: EDU201 Corequisite EDU456
EDU 416 Technology for Teachers III
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.
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 educatorâs 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. Prerequiste: 201 Corequisites: EDU442 ann 443 for elementary education majors Corequisites: EDU456 for secondary educaton majors or approval of department chair.
EDU 456 Secondary/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. This course will be offered on a two-year rotation on odd-numbered years. Prerequisite: EDU 201. Corequisites: EDU 435 and EDU412 or consent of the chairman of the education department.
EDU 465 Classroom Management for the K-12
This course will involve the study of strategies for creating successful Kâ12 learning communities, planning for the school year, working with families, establishing classroom rules, maintaining appropriate behavior, motivating students to learn and responding to inappropriate behaviors. Different theories of classroom management will be explored. This course requires a field experience. This course is part of the spring block experience for elementary education majors. Courses include in the spring block 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
EDU 475 Student Teaching Seminar
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.
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. General Education: Social, Psychological and Political Thought - Individual. (effective by 2009)
SPD 206 Teaching Except Student Regular Cls
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.
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