The Education Department's graduate programs support the general mission of the College by stressing intellectual and moral preparation for responsible living and meaningful work. Students who complete one of our programs have a firm foundation in the knowledge, skills, and dispositions needed to promote student learning. We strive to continually enhance our programs by being focused on student learning; wellgrounded in research and best practices, including assessment; collaborative with the K-12 educational community; and committed to integrating diverse perspectives. Not merely theoretical, each of the programs emphasizes, in its own way, the application of broader concepts in specific educational settings.
Graduate education programs include: (1) Master of Education in Curriculum and Instruction (ECI); (2) Educational Media and Technology (EDM), leading to Minnesota School Library Media Specialist licensure; and (3) Graduate Teaching Licensure (GTL), an accelerated program offering professional preparation of teachers for elementary, middle level, and secondary licensure, and for K-12 music education or library media specialist licensure. GTL students may earn a Master of Education in Teaching by completing a mentorship experience and an action research project. These programs are offered in a combination online/onsite format. In addition, the Education Department's Learning Institute offers graduate courses for the continued professional development of today's educators. These courses may also be taken as electives for graduate education programs.
The Master of Education in Curriculum and Instruction program (ECI) seeks to challenge graduate students to evaluate their current practices, and critically examine their views on student learning and assessment. Faculty foster students' capacity to apply research-based practices in their classrooms, to identify and analyze educational issues, and to provide leadership for innovative solutions within their work settings. Finally, students develop best practices in the courses they take and become proficient in using action research to address questions from their own practice.
The program challenges students to examine their practice from an analytical and reflective viewpoint in order to encourage critical and creative thinking. Through increased awareness of current educational research and best practices, students are empowered to provide leadership in their educational settings. The program is designed to promote personal growth, professional development, and leadership potential of educators.
Professional core courses are designed to provide students with a solid foundation in effective teaching practices. These courses include an emphasis on student learning, diversity issues, and authentic assessment. The learning environment core courses further address students' interest areas and challenges. The selection includes a wide range of relevant educational topics.
The ECI program outcomes are aligned with the National Board of Professional Teaching Standards (NBPTS) and the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards. The six components of the department's conceptual framework are critical reflective practice, content knowledge, best practices, professional dispositions, diverse perspectives and collaborative partnerships.
Upon completion of the ECI program at The College of St. Scholastica, the graduate will be able to:
The 34 semester-credit program is offered online with two short on-site intensive seminars. This format allows education professionals to maintain their current employment status while enhancing their knowledge and skills. The program can be completed in two years with two courses per semester if the student transfers in six (6) elective credits to the program. Students have opportunities to collaborate together on specific assignments. This can be done in person or virtually. Optional courses are offered on campus during the summer session.
The program is also offered in a balanced format of on-site classroom instruction and online learning where demand warrants.
The Master of Education in Curriculum and Instruction program will consider applicants who:
Forms for some of these requirements are available at http://www.css.edu/x2138.xml. International applicants must submit a TOEFL examination or the Michigan Test score if their primary language is not English. The minimum TOEFL score of 550 on the paperbased test or 213 on the computer based text is required. The minimum Michigan Test score of 80 is required.
International applicants may need to complete additional admission requirements.
NOTE The meeting of minimal entrance requirements does not necessarily guarantee admission. Exceptions to minimum criteria may be made at the discretion of the admissions committee.
There are no course prerequisites to this program.
Applications are accepted in fall, spring, and summer terms. See the ECI website for specific dues dates. http://www.css.edu/x2109.xml
Students may transfer graduate credits they have earned from an accredited college or university toward completion of their St. Scholastica degree. A maximum of six transfer credits can be applied. The transfer credit must have been completed no more than seven years prior to the date the St. Scholastica degree is completed. Forms to request transfer of credits can be obtained from the Graduate Studies Office. The College of St. Scholastica will consider transfer credits from students who:
Students are advised to get preapproval for courses they intend to transfer.
A total of 34 semester credits is required for graduation, including
credits for Action Research. Credit toward the degree will be given for
courses with a grade of 2.0 or better; students are expected to
maintain a minimum cumulative grade point average of 3.0. The Master of
Education in Curriculum and Instruction graduate program must be
completed within seven years. Credits that are more than seven years
old at the date of graduation will not count toward the degree.
Program Director: Thomas M. Gaetz, Ph.D.
Program Coordinator: Sr. Clare Marie Trettel, O.S.B., M.Ed.
| EDU 6110 | Seminar: The Process of Reflection | 1 cr. | |
| EDU 6120 | The Highly Effective Teacher | 4 cr. | |
| EDU 6130 | Teaching in the Diverse Classroorm | 4 cr. | |
| EDU 6140 | Assessing Student Learning | 4 cr. | |
| EDU 6150 | Introduction to Classroom Action Research | 4 cr. | |
| EDU 6160 | Conducting Classroom Action Research | 4 cr. | |
| EDU 6170 | Colloquium: Reflective Practice | 1 cr. |
Learning Environment:
Choose courses for a total of 8 cr.
(The following courses may also be taken for professional development.)
| EDU 6210 | Motivation in Today's Learners | 2 cr. | |
| EDU 6215 | Engaging Multicultural Learners | 2 cr. | |
| EDU 6230 | Conflict Resolution | 2 cr. | |
| EDU 6235 | Teacher Parent Partnerships | 2 cr. | |
| EDU 6240 | Classroom Management: Theory and Practice | 2 cr. | |
| EDU 6250 | Integrating Curricula | 2 cr. | |
| EDU 6255 | Learning is Inquiry | 2 cr. | |
| EDU 6270 | Strategies for Creating Inclusive Classrooms | 2 cr. |
|
| EDU 6290 | Teaching the American Indian Student | 2 cr. |
|
| EDU 6310 | Instructional Supervision | 3 cr. | |
| EDU 6320 | School Finance | 3 cr. | |
| EDU 6330 | School Law | 3 cr. | |
| EDU 6420 | Integrating Educational Technology in Your Classroom |
3 cr. | |
| EDU 6430 | Harnessing the Power of the Internet for Teachers |
3 cr. | |
| EDU 6440 | Using Digital Media In Your
Classroom |
3 cr. |
|
| EDU 6450 | Leadership and Future Trends in
Educational Technology |
3 cr. |
Six elective semester credits are required. The elective requirement may be satisfied through transfer credits or through additional courses offered through the Master of Education programs and the Learning Institute.
Electives
include:
Any of the Learning Environment courses.
Learning Institute courses:
EDU 6414 Earth System Science (Primary level teachers)
EDU 6415 Earth System Science (Middle/High school level teachers)
Additional topics courses and workshops are available through the
Learning Institute.
See the Education Web site for up-to-date information. http://
academics.css.edu/edu/grad/ learning institute/
EDU 6110 Seminar: Reflective Practice 1 cr.
Two-day seminar introduces participants to the concept and practice of
professional reflection. Reflective practice is demonstrated by
Schön and others to be an essential component of professional
knowledge and practice. The seminar serves as an orientation to the
Benedictine heritage, the College, and the Master of Education in
Curriculum and Instruction Program.
EDU 6120 The Highly Effective Teacher 4 cr.
Students examine their own teaching philosophy and practice in light of
societal forces, current educational issues and best research
practices. Emphasis is placed upon reflection and change, which lead to
improved teaching and learning.
EDU 6130 Teaching in the Diverse Classroom 4 cr.
Explores aspects of diversity in the classroom. Intelligence theory,
cognitive style and learning style are addressed, as well as issues
related to race/ethnicity, gender, and social class. Current supportive
research and theories are applied to teachers' problems of practice in
the classroom.
EDU 6140 Assessing Student Learning 4 cr.
An overview of the wide variety of assessment techniques currently
being used to evaluate student learning and to make instructional
decisions. Students examine standardized tests and alternate authentic
assessments in relation to their own student evaluation.
EDU 6150 Introduction to Classroom Research 4 cr.
Examines the use of action research methodology to investigate problems
of professional practice and their solutions. This is the first of two
classroom action research courses in which participants learn to apply
action research in their work as teachers. Participants write a review
of research literature and a plan for data collection and analysis
related to research questions. Students not completing 6150
requirements in one semester will be assigned a grade of "Incomplete"
and will have one additional semester to complete the work. Students
not completing the coursework within this second semester must register
for EDU 6900 Continuing Enrollment: Action Research each semester until
completion of the 6150 requirements. Prerequisite: EDU 6130.
EDU 6160 Conducting Action Research 2 cr.
The second of two courses on classroom action research. Participants
conduct classroom research to answer questions posed in the first
research course and to produce a formal, written document which
describes their research question, compiles research on similar topics,
depicts their research methodology and explains their results and
conclusions. Students not completing 6160 requirements in one semester
are assigned a grade of "Incomplete" and have one additional semester
to complete the work. Students not completing the coursework within
this second semester must register for EDU 6900 Continuing Enrollment:
Action Research each semester until completion of the 6160
requirements. Prerequisite: EDU 6150.
EDU 6170 Colloquium: Reflective Practice 1 cr.
Participants present the results of their classroom research and review
the impact of reflection in their professional practice during this
one-day seminar. Prerequisite: EDU 6160. Course must be taken during
the last semester of the student's program.
EDU 6210 Motivation in Today's Learners 2 cr.
Identifies the philosophical and research base underlying student
motivation. This course examines the way in which teachers can work
with different motivational and coping styles in order to maximize
learning.
EDU 6215 Engaging Multicultural Learners 2 cr.
Identifies the research base and practical application of motivating
students of various ethnic heritages in order to maximize learning
while honoring individual heritage and identity. AfricanAmerican,
Native American, Mexican American and Hmong students and cultures are
studied.
EDU 6230 Conflict Resolution 2 cr.
Addresses interpersonal conflict resolution as a crucial skill for all
human interactions. Specific skills used in school situations are
examined.
EDU 6235 Teacher-Parent Partnerships 2 cr.
Designed to encourage teachers to examine old and create new methods of
communication between parents and teachers to foster and enhance
student success.
EDU 6240 Classroom Management: Theory and Practice 2 cr.
Explores assumptions that undergird various discipline approaches.
Participants examine ten models of discipline developed by some of the
most influential educational thinkers of the past half century.
Participants explore their own values, beliefs and philosophies about
discipline. They then create their own model that reflects both what
they have learned from the readings and their own values and beliefs.
EDU 6250 Integrating Curricula 2 cr.
Students examine several models of integrated curricula and design a
thematic unit using one or more of these models.
EDU 6255 Learning is Inquiry 2 cr.
Participants read current theory on inquiry-based curriculum and
evaluate its application to their own classroom; analyze their own
curricula for opportunities to infuse inquiry; and design and evaluate
inquiry lessons for their curriculum.
EDU 6270 Strategies for Creating Inclusive Classrooms 2 cr.
Explores current theories about disabilities and effective classroom
accommodation strategies. Participants also develop a basic
understanding of the legal, societal and ethical issues involved in
identifying, labeling and serving students with special needs.
EDU 6290 Teaching the American Indian Student 2 cr.
Explores teaching and learning principles as applied to the American
Indian population. Participants read published case studies, develop
and compare their own case studies to published work and develop an
action plan to improve instruction for American Indian students in
their classroom.
EDU 6310 Instructional Supervision 3 cr.
Provides an introduction to the supervision and evaluation of
instruction and is designed for teachers who aspire to be educational
leaders. Participants explore the theoretical aspects of supervision as
well as specific supervisory models and strategies. Each participant
develops a platform for supervisory practice that is congruent with
his/her educational philosophy and is based on current research and
best practice.
EDU 6320 School Finance 3 cr.
Provides an introduction to school district financial management. The
course is designed for teachers who aspire to be educational leaders
and for practicing school administrators who are seeking additional
knowledge in education finance. Participants will explore budgeting
practices, introductory school accounting, property taxes, and school
facility funding. They will analyze and evaluate issues in school
finance and consider the ways in which those issues affect the daily
work of school administrators. Participants will make practical
application of those principles in their unique educational roles.
EDU 6330 School Law 3 cr.
Provides students with an understanding of legal issues and
requirements related to education. It is designed for teachers who
aspire to be educational leaders and for practicing school
administrators who are seeking additional knowledge in school law.
Participants study the legal framework within which school employees
(both public and private) must operate, research the historical sources
of educational law, current case law, and local applications of current
laws, and review general and professional publications related to
school law.
EDU 6420 Integrating Educational
Technology in Your Classroom 3 cr.
This course provides an overview of the research and application of
educational technology to support and enhance student learning.
Participants will gain a better understanding of how to integrate
technology into their teaching practices.
EDU 6430 Harnessing the Power of the Internet for
Teachers 3 cr.
Presents the Internet as a classroom resource for teachers and
students. Participants will learn to use on-line discussion groups,
search the Internet, use evaluation tools to review web pages, and
develop a classroom project to help students use the Internet.
EDU 6440 Using Digital Media In Your Classroom 3 cr.
This course provides an overview of digital media application for
teaching and learning. Participants will learn to design and produce
multimedia and digital video products to support the curriculum in
their classroom. The course will also focus on designing instruction
that integrates student use of multimedia and digital video as learning
tools.
EDU 6450 Leadership and Future Trends
in Educational Technology 3 cr.
This course is designed to help develop educational technology leaders.
In this course students evaluate, plan, and create educational
technology-based solutions for learning environments while considering
best-practices in technology integration. Participants will learn about
topics in educational technology such as, future trends, government
policies, professional development models, and evaluation tools.
EDU 6777 Topics Courses (vary in credits)
Courses on current topics are offered from time to time. See the
Education department website for current offerings.
http://academics.css.edu/edu/
EDU 6900 Continuing Enrollment: Action Research 0 cr.
Required registration for continuing work on final action research
project. Students not completing EDU 6150 and EDU 6160 in the
designated number of semesters must register for EDU 6900 each semester
until they complete the course requirements.
The Learning Institute provides quality professional development and collaborative consultation for area educators. Aligned with the No Child Left Behind definition of professional development, the Institute serves the community at large to further understanding about teaching and learning; fosters partnerships and collaborative relationships with K-12 schools and community organizations; and responds to identified needs in the educational community by offering continuing education on specific topics. Professional development courses and workshops are available to anyone with a baccaluareate degree from an accredited college or university. These include any of the 6200, 6300 and 6777 courses listed in the Curriculum and Instruction degree program as well as those listed below. Graduate level courses and continuing education offerings change frequently. See the Education Department Web site for the most recent course offerings: http://academics.css.edu/edu/grad/learninginstitute/
EDU 5777 Topics in Education credits vary
Topics of current and special interest to educators. Topic courses
change frequently and can be viewed on the department Web site.
EDU 6414 Earth System Science (primary level teachers) 3 cr.
This Earth Science System course engages primary school teachers in
online collaborative activities that emphasize the use of
hands-on-activities. The goal of these activities is to establish an
early foundation of ESS knowledge upon which children can build as they
progress through their K-12 experiences.
EDU 6415 Earth System Science (Middle/High School level
teachers) 3 cr.
This course implements an Earth system sciencebased classroom where
participants learn from the students' points of view. Teachers work in
collaborative groups to tackle problems and information that are often
completely new to them. Active participation and reflection on learning
in a studentcentered model enable participants to transfer new learning
techniques to their own teaching.
We seek to prepare licensed teachers to become information and technology professionals in dynamic K-12 media centers. Digital resources and educational technology are the tools by which the school library media specialist contributes to educational excellence for all students, and our graduates are well-prepared to meet this challenge. Critical thinking and leadership skills, integral to the program, create an influential media center professional who acts as a change agent in the K-12 setting.
The coursework prepares teachers to assume the role of information
specialist in the school media center and includes a combination of
technology, traditional library science and curriculum design. Through
increased awareness of current educational research and best practices,
teachers are empowered to become leaders in their educational settings.
The program meets the Minnesota Board of Teaching standards for the
School Library Media Specialist license.
NOTE This progam is not an American Library
Association accredited master's degree in Library Science.
The Educational Media and Technology Program meets the Minnesota Board of Teaching standards for School Library Media Specialist licensure and addresses elements of the Education Department's conceptual framework. Upon completion of the program at The College of St. Scholastica, the graduate will be able to:
The program is offered online. Students who already have a classroom teaching license may obtain the library media specialist license in two years by taking two courses per semester in the first year of the program, two courses in the fall semester of the second year, and one course and a 200-hour practicum in K-12 media center settings in the spring semester of the second year for a total of 28 credits. The practicum is flexible and may be done at other times during the academic year. The master's degree may be earned by taking Action Research for 6 credits in the third year.
Students seeking a license only may apply comparable graduate or undergraduate courses from other accredited institutions and approved programs. Students may be asked to demonstrate in a portfolio that required learning outcomes were met. The Education Department will not recommend students for licensure unless they have taken a minimum of 12 Educational Media and Technology credits at St. Scholastica.
Students without a Minnesota teaching license may enroll in the Educational Media and Technology master's program, but will not a receive a license upon completion of the master's degree. Their program of study will be more flexible than it is for students pursuing licensure.
Students who have a college degree from an accredited institution and wish to earn the license may enroll in the Graduate Teaching Licensure
Program in addition to the Educational Media and Technology Program. These students must complete a 400hour practicum (10 credits).
The Master of Education in Educational Media and Technology graduate program will consider applicants who:
International applicants must submit a TOEFL examination or the
Michigan Test score if their primary language is not English. The
minimum TOEFL score of 550 on the paperbased test or 213 on the
computerbased text is required. The minimum Michigan Test score of 80
is required. Graduate Record Exam (GRE) is not required, but may be
requested if the applicant's file is insufficient to make a decision to
accept.
International applicants may need to complete additional admission
requirements.
NOTE Meeting minimal entrance requirements does not necessarily guarantee admission. Exceptions to minimum criteria may be made at the discretion of the admissions committee.
There are no course prerequisites for this program
Applications are accepted in the fall and spring terms. See the Graduate EDM website for specific dates. http:// grad.css.edu/edm/
Students may apply transfer graduate credits they have earned from an accredited college or university toward completion of their St. Scholastica degree. A maximum of six transfer credits may be applied. The transfer credit must have been completed no more than seven years prior to the date the St. Scholastica degree is completed. Forms to request transfer of credits can be obtained from the Graduate Studies Office. The College of St. Scholastica will consider transfer credits from students who:
Degree-seeking students planning to enroll in courses at another institution with the intent to transfer the credits to The College of St. Scholastica will need to send a written request and supporting course documentation to the program director prior to enrolling in the course. Written approval will be provided if the course is acceptable for transfer. Transfer credits applied toward the license must be approved by the program director. Transfer credits may not be applied to the research component of the Educational Media and Technology program
A total of 34 semester credits is required for graduation, including
credits for action research. Credit toward the degree will be given for
courses with a grade of 2.0 or better; students are expected to
maintain a minimum cumulative grade point average of 3.0. A maximum of
six graduate semester credits may be transferred from another college
or university if approved by the student's advisor and/or program
director. The Master of Education in Educational Media and Technology
graduate program must be completed within seven years. Credits that are
more than seven years old as of the date of graduation will not count
toward the degree.
Program Director: Marie E. Kelsey, Ph.D.
| EDM 5220 | Educational Resource for Children and Young Adults | 4 cr. | |
| EDM 5222 | Organization of Educational Resources | 2 cr. | |
| EDM 5224 | Collection Development of Educational Resources | 2 cr. | |
| EDM 5226 | Retrieval of Educational Resources | 4 cr. | |
| EDM 5228 | Design and Production of Educational Resources | 4 cr. | |
| EDM 5230 | Technology and Instructional Design | 4 cr. | |
| EDM 5232 | Educational Media Leadership | 4 cr. |
Students seeking the license must complete 4 credits of EDM 5555. Students not seeking the license or wishing to have a practicum experience in a setting other than a school, may enroll in EDM 5556, General Media Practicum.
| EDM 5555 | Media Practicum - Elementary and Secondary | 1-4 cr. | |
| EDM 5556 | General Media Practicum | 1-4 cr. |
These courses are required for students seeking the master's degree.
| EDM 6333 | Action Research | 4 cr. | |
| EDM 6334 | Action Research Project | 2 cr. |
See EDM 6900 for continuing enrollment requirements.
EDM 5220 Educational Resources for Children & Young
Adults 4 cr.
Provides students with knowledge and skill in the use of appropriate
educational resources in the promotion of reading, listening and
viewing literacy. Students examine a wide variety of resources
appropriate for use with K-12 students. Students learn to assess K- 12
students' interests, goals and abilities to provide resource advice.
EDM 5222 Organization of Educational Resources 2 cr.
Provides students with the knowledge and skill in cataloging and
classification to organize educational resources in both print and
electronic collections. Students explore automated systems, evaluate
these systems and determine systems appropriate for individual media
centers.
EDM 5224 Collection Development ofEducational Resources 2
cr.
Prepares students to develop a media collection and the policies and
procedures that support the collection. Students learn how to build,
maintain and promote the collection through the use of professional
development tools and the input of patrons.
EDM 5226 Retrieval of Educational Resources 4 cr.
Prepares students to use and provide instruction in the retrieval and
use of educational resources. Various types of informational resources,
both print and electronic, are examined. Students explore informational
storage and retrieval systems.
EDM 5228 Design and Production of Educational Resources 4
cr.
Provides experience in designing and developing electronic and print
resources for educational purposes. Application of knowledge in the
development of educational communication techniques is included.
EDM 5230 Technology and Instructional Design 4 cr.
Examines and integrates the principles of media curricula development
and support with developing informational technologies. The development
of appropriate scope and sequence of media curricula are explored.
Students learn to analyze the school curricula, develop a media program
to support the curricula, assess student learning, and work with
faculty in planning effective experiences for students in the use of
the service, resources and equipment in the media center.
EDM 5232 Educational Media Leadership 4 cr.
Explores the principles, skills, and abilities of providing leadership
in incorporating innovations in education and in administering a media
program in a school or district. Offers an opportunity to explore,
identify and design administrative systems appropriate to a library
media program. Various systems, both internal and external, are
examined and management models reviewed.
EDM 5555 Media Practicum - Elementary and Secondary 1-4 cr.
Provides an on-site experience in a school media setting at the
elementary, middle and secondary levels.
EDM 5556 General Media Practicum 1-4 cr.
Provides experience in library media and technology within a variety of
settings. The student and the program director design the practicum.
EDM 5777 Topics variable credit
Topics of current and special interest are offered to media educators.
Topics may include electronic applications, media ethics, and
censorship.
EDM 5999 Independent Study 1-4 cr.
Selects a particular area of study in the area of educational media and
technology. Prerequisite: permission of instructor.
EDM 6333 Action Research 4 cr.
Introduces the collaborative action research process and develops a
research project proposal to conduct action research in an individual
setting. Students learn the steps in planning research, developing an
action research plan, conducting a literature search and collecting
data. Students not completing EDM 6333 requirements in one semester are
assigned a grade of "Incomplete" and have one additional semester to
complete the work. Students not completing the coursework within this
second semester must register for EDM 6900 Continuing Enrollment:
Action Research Project each semester until completion of the EDM 6333
requirements.
EDM 6334 Action Research Project 2 cr.
Completes the research begun in EDM 6333. Students gather data, write
their action research report and present it to the EDM faculty.
Students not completing EDM 6334 requirements in one semester will be
assigned a grade of "Incomplete" and will have one additional semester
to complete the work. Students not completing the coursework within
this second semester must register for EDM 6900 Continuing Enrollment:
Action Research Project each semester until their completion of the EDM
6334 requirements.
EDM 6900 Continuing Enrollment: Action Research Project 0
cr.
Required registration for continuing work on the Action Research
Project. Students not completing EDM 6333 and EDM 6334 in the
designated number of semesters must register for EDM 6900 each semester
until completion of the course requirements.
The College of St. Scholastica's Graduate Teaching Licensure Program with optional Master of Education in Teaching is an innovative program designed to provide professional preparation of teachers for elementary, middle level, and secondary licensure and for K-12 music and library media licensure. The program is focused on student learning, well grounded in research and best practices, collaborative with the K-12 community, and committed to integrating diverse perspectives. Department faculty seek to prepare committed teachers who are firmly grounded in the knowledge, skills and dispositions needed to promote student learning. The varied courses and field experiences enable students to develop mastery of the Standards of Effective Practice for beginning teachers.
The Graduate Teaching Licensure Program (GTL) offers students an initial teaching license with an optional master's degree, in an accelerated format. It is designed for those who have completed an accredited baccalaureate degree in a field other than education, or for certified teachers who wish to add another endorsement to their license. The program is designed for flexibility and offers a hybrid model of online and on-site learning. Classes are offered in the evening and on weekends. Students may attend the program either on a full-time or part-time basis. Field experiences occur in a variety of school settings and require some school day hours. Students can complete the program in as little as one year providing they have the necessary content area requirements. The program is standards-based and emphasizes active, results-oriented learning. The program is designed around four major strands; content integration, reflection and professional development, diversity, and technology. Faculty model best practices in each of the strand areas throughout the program.
Students may work toward elementary licensure (K-6) with an academic specialty (5-8) in either communication arts and literature, social studies, science, or mathematics. Secondary licensure (5-12) includes communication arts and literature, social studies, life science, chemistry, and mathematics. K-12 licensure includes vocal and instrumental music, and library media specialist.
Program outcomes are aligned with the six components of the education department's conceptual framework: critical reflective practice, content knowledge, best practices, professional dispositions, diverse perspectives, and collaborative partnerships.
Through coursework, clinical experiences, seminars, and student teaching, the faculty of the College of St. Scholastica assists the teacher candidate to:
The Graduate Teaching Licensure Program will consider applicants who:
Students must have a baccalaureate degree from an accredited college or university.
Students must meet application deadlines. (See the GTL website or call the Graduate Studies office for admissions due dates. The web address is http://grad.css.edu/GTL or call [218] 723-6285.)
Students may transfer graduate credits they have earned from an accredited college or university toward completion of their St. Scholastica program. A maximum of six transfer credits can be applied towards the master's degree. The College of St. Scholastica will consider transfer credits from students who:
The master's degree requires completion of 34 graduate-level
credits. If students completed some of the licensure requirements at
the undergraduate level, they may take electives from other St.
Scholastica graduate programs, professional development courses, or a
maximum of 6 graduate credits transferred from another accredited
institution.
Program Director: Thomas M. Gaetz, Ph.D.
Program Coordinator: Lyle Koski, Ph.D
| EDU 5110 | Reflection & Professional Development I | 0 cr. | |
| EDU 5111 | Reflection & Professional Development II | 1 cr. | |
| EDU 5120 | Introduction to Education | 2 cr. | |
| EDU 5130 | Learning & Development | 2 cr. | |
| EDU 5150 | Experiences with Children | 0 cr. | |
| EDU 5210 | Understanding Diverse Learners | 2 cr. | |
| EDU 5220 | Classroom Assessment | 2 cr. | |
| EDU 5250 | Field Experience & Classroom Management Seminar | 1 cr. | |
| EDU 5310 | Visual & Performing Arts | 1 cr. | |
| EDU 5320 | Physical Education & Health Methods | 1 cr. | |
| EDU 5330 | Communication Arts & Literature (Elementary/Middle) | 2 cr. | |
| EDU 5331 | Communication Arts & Literature (Middle/Secondary) | 3 cr. | |
| EDU 5340 | Social Studies Methods (Elementary/Middle) | 2 cr. | |
| EDU 5341 | Social Studies Methods (Middle/Secondary) | 3 cr. | |
| EDU 5350 | Field Experience & Classroom Management Seminar | 1 cr. | |
| EDU 5360 | Mathematics Methods (Elementary/Middle) | 2 cr. | |
| EDU 5361 | Mathematics Methods (Middle/Secondary) | 2 cr. | |
| EDU 5370 | Science Methods (Elementary/Middle) | 2 cr. | |
| EDU 5371 | Science Methods (Middle/Secondary) | 3 cr. | |
| EDU 5450 | Field Experiences & Classroom Management Seminar(Elementary) | 1 cr. | |
| EDU 5500 | Student Teaching Internship | 10 cr. | |
| EDU 5510 | Student Teaching Internship Seminar | 1 cr. |
EDU 5110 Reflection & Professional Development I 0 cr.
College transcript(s) are evaluated together with relevant past
experiences. Students meet with program faculty to construct an
individualized program plan. General content area requirements are
reviewed with students and, if needed, recommendations for courses to
fulfill the content area requirements are made. Students' questions
and/or concerns are addressed. Prerequisites: acceptance into the
program.
EDU 5111 Reflection & Professional Development II 1 cr.
Includes a day-long seminar and introduces students to the concept and
practice of professional reflection. It also serves as an orientation
to the program and to the College. Students are introduced to and have
opportunities to be actively engaged in learning about the four program
strands: reflection and professional development, technology,
diversity, and content integration. The course readings, course
assignments, and seminar reflect these four program strands.
Prerequisites: EDU 5110.
EDU 5120 Introduction to Education 2 cr.
Provides students with a grounding in the philosophical and historical
roots of education as well as in knowledge of contemporary theories,
structures, and practices. Students analyze such major topics as the
relationship between schools and society, educational responses to the
increasing diversity in today's classrooms, and the current and
evolving process of teaching and learning. Through online and on-site
activities, students synthesize the knowledge of theories, structures,
and practices to develop an understanding of the American system of
education, empowering them to make informed decisions about their
careers.
EDU 5130 Learning and Development 2 cr.
Provides educators with a solid basis in cognitive and educational
psychology. Students examine children's and adolescent's cognitive,
social and emotional growth and development as a function of the
child's social and cultural context. The context of the school from a
multicultural perspective frames the discussion of specific topics
including: motivation, learning styles, moral development, personality
development, general theories of intelligence, and theories of
cognitive development and their effects on the educational process.
Cognitive theory is linked to the use of technology and students
examine some of the innovative ways that technology is being used to
promote cognitive growth.
EDU 5150 Experiences with Children 0 cr.
The intent of this requirement is to document experiences with children
from diverse backgrounds through employment or through a volunteer
experience in other related activities. A minimum of two experiences is
required, documenting 30 hours of experience individually and in a
group setting. Within this experience, middle/secondary applicants need
15 hours of experience with 12 to 18 year-old adolescents, and
elementary/middle applicants need 15 hours with 6 to 11 year-old
children.
EDU 5210 Understanding Diverse Learners 2 cr.
Provides students with an understanding of the diverse students who are
in our classrooms today and explores ways in which classrooms and
schools can become more inclusive. This course also explores learning
strategies, personal and professional philosophies, and research that
will help meet the educational needs of diverse learners. The topics
include special education, multicultural education, gender equity, and
cultural and linguistic diversity.
EDU 5220 Classroom Assessment 2 cr.
An inquiry into the essence of the assessment process. The purpose and
process of assessment is investigated from a theoretical,
phenomenological and personal, experiential perspective. Topics include
a brief history of assessment in education; underlying assumptions
driving our assessment practices; the forms, purposes and effects of
assessment used in classrooms today; and new directions for
assessment's being advocated.
EDU 5250 Field Experience & Classroom Management Seminar
1 cr.
Students apply theory, reflect, and develop professionally as they work
in a K-12 classroom setting. Students use methods, concepts, and
theories related to foundations of education. The focus of the 30-hour
field experience is on creating productive learning environments and
managing student behavior. Observation and evaluation by CSS faculty is
an essential component of the field experience. The seminar and
electronic discussion components of the course provide students with
opportunities to actively explore central educational issues and key
concepts related to classroom management. The seminar is organized
around a triple view of classroom management : as a discipline, as a
system, and as instruction (Hardin, 2004). . Prerequisites: EDU 5120;
EDU 5130; EDU 5210; and EDU 5220.
EDU 5310 Visual & Performing Arts 1 cr.
Examines the arts as a basic and essential form of human communication.
Explores and analyzes integration of the arts as a means of increasing
student achievement. Students learn to integrate literature, art,
drama, dance, and music throughout the curriculum by gaining a basic
knowledge of the arts, reasons for integration, and integration
strategies and principles. Students examine research and current school
programs that integrate the arts across the curriculum. The course
provides opportunities for active involvement in the arts through
online and in-class activities.
EDU 5320 Physical Education & Health Methods 1 cr.
Examines and integrates principles associated with physical education
and health at the elementary and middle level. Students analyze and
learn to apply physical education and health content and pedagogy.
Attitudes and habits related to healthful living are explored and
current trends in physical education and health pedagogy are stressed.
Issues of mood altering chemicals and their effects on the individual,
the family, and society are addressed along with the ten common content
areas of health education. School and community resources are explored
as they relate to the content.
EDU 5330 Communication Arts & Literature
(Elementary/Middle) 2 cr.
Examines and integrates the areas of language arts (reading, writing,
listening, speaking) and children's literature. Prepares students to be
successful teachers of the language arts by providing an understanding
of the roles of reading, language arts, and children's literature in
elementary and middle school classroom instruction. Students analyze
and evaluate current research trends. Best practice in teaching
language arts is the focus of the course. Topics include oral language
development and oral language activities, listening comprehension,
reading (phonemic awareness, phonics instruction, reading fluency,
vocabulary instruction, text comprehension, and content area reading),
children's literature and the language arts, process writing (including
grammar, usage, mechanics of language), spelling, handwriting,
assessment, and working with children from multicultural backgrounds.
EDU 5331 Communication Arts & Literature
(Middle/Secondary) 3 cr.
Provides students with an understanding of the theories and practices
emphasized by teaching an integrated approach of reading, writing,
listening, speaking and thinking skills at the middle and high school
levels. Students analyze and evaluate best practice lessons, and write
composition, literature, and skills lesson plans. Students reflect,
respond, and participate in online discussion groups and on-site
seminars. Topics include strategies for teaching grammar,
comprehension, reading and writing processes, literature, and skills
instruction.
EDU 5340 Social Studies Methods (Elementary/Middle) 2 cr.
Focuses on fundamental social studies concepts for elementary and
middle school learners. Candidates learn appropriate methods of
inquiry, curriculum development, instructional planning strategies, and
assessment in social studies. An understanding and application of the
research base for and the best practices of elementary and middle level
social studies education is the framework for the module.
EDU 5341 Social Studies Methods (Middle/Secondary) 3 cr.
Examines and integrates a variety of best practice teaching techniques
and methods useful to social studies instruction within the secondary
and middle school classroom. The course combines theoretical and
practical learning experiences that can be applied within the broad
field of social studies. Special emphasis is placed on unit lesson
design, inquiry, standards-based education, and a broad scope of best
practice techniques.
EDU 5350 Field Experience & Classroom Management Seminar
1 cr.
Students apply theory, reflect, and develop professionally as they work
in a K-12 classroom setting. Students use methods, concepts, and
theories related to the teaching of language arts and social studies.
The focus of the 30-hour field experience is on creating productive
learning environments and managing student behavior. Observation and
evaluation by CSS faculty is an essential component of the field
experience. The seminar and electronic discussion components of the
course provide students with opportunities to actively explore central
educational issues and key concepts related to best practice in the
teaching of language arts and social studies and to opportunities to
actively explore central educational issues and key concepts related to
classroom management. Pre-requisites or co-requisites: EDU 5330; EDU
5340; or one of the following: EDU 5331; EDU 5341; EDU 5361; or 5371.
EDU 5360 Mathematics Methods (Elementary/Middle) 2 cr.
Focuses on best practices and current research trends that enable
learners to be successful teachers of mathematics in the K-8 classroom.
Learners analyze and evaluate current research, teaching strategies and
philosophies related to teaching K-8 mathematics. Helps future teachers
build a basic foundation concerning teaching pedagogy, and students
reflect on the relationship between teaching mathematics and "equity
pedagogy". Special attention is given to addressing the needs of
gender, race, culture, and their relationship with teaching practices
that can help all K-8 students be successful in mathematics.
EDU 5361 Mathematics Methods (Middle/Secondary) 3 cr.
Designed to provide students with a knowledge base that enables them to
become effective middle/secondary mathematics teachers. Students are
involved in analyzing and evaluating effective teaching strategies,
philosophies and theories related to the teaching of mathematics.
Emphasis is on current national and Minnesota mathematics standards,
use of technology to teach mathematics, use of manipulatives to teach
mathematics, lesson and unit planning, assessments , and current trends
in teaching mathematics.
EDU 5370 Science Methods (Elementary/Middle) 2 cr.
Prepares the teacher candidate to teach science in elementary and
middle schools. Emphasis is on use of standards, teaching science as
inquiry, and use of a variety of strategies to teach science concepts.
Students examine, analyze, and apply best practices for teaching and
learning science. Students examine and discuss recommendations for
science teaching from research and national science organizations, and
justify the use of particular methods for teaching science in the
elementary and middle school classroom.
EDU 5371 Science Methods (Middle/Secondary) 3 cr.
Prepares the teacher candidate to teach science in middle and secondary
schools. Emphasis is on use of standards, teaching science as inquiry,
and use of a variety of strategies to teach science concepts. Students
examine, analyze and apply best practices for teaching science.
EDU 5450 Field Experiences & Classroom Management
Seminar (Elementary) 1 cr.
Focuses on activities related to methods of education. The cooperating
teacher assigns the CSS student a variety of appropriate classroom
duties including: 1) management of classroom routines; 2) grading of
daily work; 3) tutoring students; and 4) some whole-class teaching.
Students also have specific assignments from methods courses, such as
lesson plans and/or curriculum units.
EDU 5500 Student Teaching Internship 10 cr.
Provides students with a practical teaching experience in a local
school, under the supervision of a licensed teacher. The experience
includes formal observation, planning of teaching units, participation
in school activities, working with students with diverse learning
needs, communicating effectively with parents/guardians, and working
with school support personnel. Interns are supervised and observed by
college faculty. The purpose of the seminars is to assist students to
reflect on and deal with situations encountered in their student
teaching experience. The intern is placed in either an elementary,
middle, or high school classroom for this experience. The student
teaching internship is a full-time, ten-week experience.
EDU 5510 Student Teaching Internship: Seminar 1 cr.
Addresses issues and experiences which interns encounter during their
first classroom internship. It also includes models and strategies of
effective classroom management. The purpose of the seminar is to assist
students to reflect on and deal with situations encountered in their
student teaching experience. The intern is placed in either an
elementary, middle, or high school classroom for this experience. The
student teaching internship is a full-time, ten-week experience.
Return to St. Scholastica home page.