B.A./B.S. Middle/Secondary Education

Introduces the study of anatomy and physiology of the vertebrate body with an emphasis on the human. Topics include an introduction to cells, tissues, and systems organization, osteology, fluid compartments, gross and microscopic anatomy, physiology of the circulatory system, body defense systems and the gross anatomy of musculature. 3 class hours, 3-hour lab. Prerequisite: BIO 1036.

Continuation of BIO 2110. Topics include gross and microscopic anatomy, physiology of the renal system, respiratory system, digestive system, nervous system and endocrine system. 3 class hours, 3-hour lab.

Topics include a brief review of elementary algebra, introduction to polynomial, exponential, logarithmic and trigonometric functions using both symbolic and graphic approaches. Emphasis is on applications in a variety of disciplines and solutions of real-world problems. Students planning to continue mathematics receive appropriate preparation. Prerequisite: three years of high school math or instructor's permission.

This experience introduces prospective teachers to the culture of the high school environment. Students observe and assist a biology or chemistry teacher, interview school personnel, talk with students, and teach technology-integrated lessons and content reading strategies in their subject area. Assessment strategies are observed and practiced. Co-requisite: NSC 3333

A study of the universe as a set of interacting, evolving systems: galaxies, stars, the solar system and the Earth with its rocks, oceans and atmosphere. Study includes investigations of the matter-energy cycles in these systems and the effects of natural and human interventions upon them. In-class investigations and discovery activities and field trips are part of this course. Mainly for elementary and middle school teacher education students.

This course is designed to assist prospective middle and high school science teachers successfully conduct and manage an inquiry-based science program. Emphasis is placed on how teachers can enhance learning and motivation for students at every stage of mental development. Topics include: technology in the science classroom, inquiry techniques, investigation techniques, demonstrations, science teaching reform, and specific science programs. Prospective teachers will plan, execute, and evaluate lesson plans with their peers in a public school setting.

This experience introduces prospective teachers to the culture of the high school environment. Students observe and assist a biology or chemistry teacher, interview school personnel, talk with students, and teach technology-integrated lessons and content reading strategies in their subject area. Assessment strategies are observed and practiced. Co-requisite: NSC 3333

A study of the universe as a set of interacting, evolving systems: galaxies, stars, the solar system and the Earth with its rocks, oceans and atmosphere. Study includes investigations of the matter-energy cycles in these systems and the effects of natural and human interventions upon them. In-class investigations and discovery activities and field trips are part of this course. Mainly for elementary and middle school teacher education students.

An integration of concepts from the history, philosophy and sociology of the sciences. This course examines the interrelationship between science and its cultural matrix, the impact of science and technology upon society, and the complementary impact of societal factors on the development of science and the scientific community. Students are expected to do extensive reading of primary sources, reflective writing, and research papers.

Combines the areas of interpersonal communication and public speaking. Text lecture, discussion and laboratory exercises teach and reinforce effective interpersonal communication. Using interpersonal skills as a base, students will be introduced to more formal styles of presenting themselves and their ideas to larger public groups. Emphasis will be placed on clarifying purpose, audience analysis, and choice of supporting material, organization and delivery behaviors. Rhetorical skills will be developed through extemporaneous classroom experiences designed to inform or persuade.

Analyzes the relationship between media and society through the interaction of technology, business, audiences, culture and government. Through lecture, discussion, field trips and other in-class activities, the course reviews the history and theories of mass communication as they relate to specific media.

Provides students with knowledge and skill in the use of appropriate educational resources for 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.

This seminar offers prospective or recently declared English majors and minors a singular opportunity for discussion with like-minded students. In this required, foundational course, you will be introduced to the skills that characterize literary studies: rigorous close reading of texts in different genres, a critical vocabulary for further work in the field, and familiarity with the major theoretical approaches to literature (New Historicist, feminist, and deconstructivist, for example) as well as the development of their practical applications. You will also learn and employ basic literary research tools. The English Department recommends that you enroll in this required gateway course as a freshman or sophomore. (Please note that this course does not fulfill any of the General Education Pathways.)

Explores the study of theory, forms and techniques of poetry with greatest emphasis on close study of selected poems. The course focuses on the major forms of poetry and the relationship of metaphor, symbol, tone and metrics to meaning.

Surveys celebrated prose fiction in a variety of cultural settings and idioms. Special attention is given to the forms and conventions of the novel and to the critical apparatus by which a reader may effectively analyze works of fiction. A typical reading list might include works by Austen, the Bronte sisters, Twain, Lawrence, Hurston, Orwell, Morrison, and Diaz.

Studies theory, forms and dramatic conventions of plays taken from Greek, medieval, Renaissance, neoclassical, modern and contemporary periods.

Explores the reading of appropriate fiction and writing of short weekly pieces and a final short story. The class includes presentations on technique. Students need not be English majors. Work from this class is often published in the St. Scholastica literary journal, Out of Words.

Explores the reading and discussion of poetry to learn technique from published poets. A final portfolio of poetry required which will include students' choice of their best work. Students need not be English majors. Work from class is often published in the St. Scholastica literary journal, Out of Words.

Surveys American literature (poetry, essays, short stories and novels) beginning with Anne Bradstreet in the 17th century and including such authors as Irving, Poe, Emerson, Thoreau, Hawthorne, Melville, Stowe, Twain, et al. The course focuses on writers' responses to the political, social and literary concerns of the period, as well as to more general human concerns. Some attention to issues of form.

Survey of works by American poets and prose writers from the late 1800s through the 1990s. Poets include Dickinson, Frost, Williams, Stevens, Eliot, H.D., Marianne Moore, Plath, Wilbur and Rich. Novelists include Cather, Faulkner, Hemingway, Malamud, Walker, Morrison, Updike, Nabakov, O'Brien and Erdrich; American dramatists include Miller, O'Neill, Shepard, Albee and Williams. Short story writers include Anderson, Chopin, Cheever, O'Connor, Mason, Beattie and Oates.

Survey of English literature from the beginning until the late 18th century, including important and representative texts from the Middle Ages, the Renaissance and the neo classic era. The course offers a view of literature within its historical and cultural context.

Survey of British literature from the end of the 18th century to the present day, including poetry, drama and prose from the Romantic period, the Victorian period and Modernist canon. The course offers a historical context so that students may understand the writers in relation to one another and to the world they inhabited.

Introduces the history of the English language, theories of grammar and major topics in linguistics. Class discussions will focus on a variety of questions: how language got started, what it is, where English comes from, how English has changed, the extent to which there is such a thing as correct English, what dialects are and how they are significant, how words and their semantic values change, what the major approaches to grammar are, how people learn language, how the mind processes language, how linguistics can help teachers and how systems of writing arose and developed.

Provides students with an integrated approach to the teaching of reading, writing, speaking, listening and viewing skills in both middle level and high school settings. Topics include: teaching strategies that address the stages of the reading process and the writing process; teaching strategies that help students interpret and evaluate texts in a variety of ways; assessment; technology integration; selection of middle school and high school texts; lesson design and presentation; membership in professional organizations.

Provides students with an integrated approach to the teaching of reading, writing, speaking, listening and viewing skills in both middle level and high school settings. Topics include: teaching strategies that address the stages of the reading process and the writing process; teaching strategies that help students interpret and evaluate texts in a variety of ways; assessment; technology integration; selection of middle school and high school texts; lesson design and presentation; membership in professional organizations.

Introduces students to the culture of a high school environment. They observe and assist teachers, interview school personnel, talk with students, and teach lessons that incorporate computer-based technology activities and content area reading strategies.

Introduces students to the culture of a high school environment. They observe and assist teachers, interview school personnel, talk with students, and teach lessons that incorporate computer-based technology activities and content area reading strategies.

Addresses concepts, methods, and theories exploring social and cultural life across time and space, including the changing concept of culture itself. The course is an introduction to ethnographic fieldwork methods and to the practice of anthropology, with attention to the impact of contemporary social forces on the diverse societies that make up the modern world.

Introduces world history from the origins of civilization to 1500. The course focuses on the societies and cultures of Eurasia: Southwest Asia (the Middle East), India, Persia, China, Greece and Rome, and Europe. Major themes include the founding and development of the world's great religions; political ideas, institutions and practices; law and legal institutions; society and economy; war, conquest and empire; the expression and meaning of human dignity in varied contexts; and the richness and diversity of human experience and aspiration in the foundational eras of the world's civilizations.

Introduces world history since 1500. The course surveys the societies and cultures of Europe, Asia, Africa, the Middle East and the Americas. Themes include Europe's impact on the world, modernization and tradition, imperialism and empire, the great ideologies of the modern era, and growing consciousness of human rights and world citizenship. The course traces global patterns of change and continuity, while striving to understand the particular perspectives of distinct world cultures and the meanings these cultures have given to their historical experiences.

Examines the history of the region that eventually became the United States from pre-European contact through 1865. Major themes include: encounters between Native Americans, Europeans, and Africans in the formation of colonial North America; the social, political, economic, religious, and cultural forces that shaped various colonies; the origins and evolution of slavery and racism; the movement for Independence; the development of urbanization and industrialization in the North and the entrenchment of slavery in the South; sectional crisis and party politics; and the Civil War.

Explores major themes in United States history since 1865. Particular attention will be paid to the impact of wars on American society and culture; the roles of immigrants and immigration in shaping American identity and distinctiveness; how the nature and meaning of work have changed in a period that witnessed heavy industrialization and de-industrialization; movements for equality and civil rights; the cultural ferment of the Jazz Age and the 1960s; the challenges of the Depression; and the complexities of foreign policy in a global era.

Studies political, economic, social and cultural development of the American Indian from pre-contact through conquest.

Studies political, economic, social and cultural development of the American Indian from conquest to the present.

Introduces hands-on survey of the concepts, methods, sources, and tools involved in the writing of history and in other forms of historiography. Includes a review of major historiographical trends, past and present.

Introduces world history from the end of World War II to the present. Major themes include the origins, course and end of the Cold War; the Soviet Union from Stalin to Gorbachev; China under Mao and his successors; decolonization, nationalism and the retreat from empire; the Vietnam War; Africa since independence; democracy, dictatorship and intervention in Latin America; war and peace in the Middle East; the Islamic world; human rights and the struggle for justice; the role of the United States in the contemporary world; and the meaning and responsibilities of global citizenship.

Uses historical events as case studies for basic economic principles. Students use historical analysis to investigate economic concepts and use economic theories to analyze U.S. history. Requirements: develop critical thinking skills so that students can evaluate the influences and trends that have shaped the economic institutions and events of the United States, both past and present.

A topical overview of physical, cultural, economic and regional geography. The course is designed for those with little or no background in the discipline. Required for SSC majors.

Introduction to the discipline of political science and the nature of political discourse, institutions and organizations. Topics range from politics and culture to terrorism and international relations.

Study of national government and development of form and functions of the federal system. Topics range from constitutional issues to public policy debates.

Designed to provide an overview of concepts, methods, and applications of psychology. Topics include psychology as a science, research methods, perspectives of psychology, sub disciplines of psychology, biological foundations of behavior, developmental psychology, sensation and perception, learning, memory, thinking, language development, intelligence testing, personality, psychological disorders, psychological and biomedical therapies for psychological disorders and social psychology.

Introduction to social studies education in both middle school and high school settings. Topics include the nature and purposes of social studies education, the social studies curriculum, planning and designing a social studies unit and course, community resources, assessment, classroom management, the Minnesota Graduation Rule, and clinical experience in a social studies classroom. Students also spend time with teachers new to the profession and participate in mock interviews for social studies teaching positions. Pre- or co-requisite: EDU 3800.

Introduces students to the culture of a high school environment. They observe and assist a social studies teacher, interview school personnel, talk with students, and teach technology-integrated social studies lessons and content area reading strategies. Assessment practices are observed and practiced. Co-requisite: SSC 3900.

Focuses on understanding the social and cultural differences between the United States and Mexico. Particular attention is given to the social goals of the Mexican Revolution and how Mexico has attempted to address or ignore these goals while striving to develop its economy and society in the shadow of the world's remaining superpower. Learning activities include readings, guest lectures by Mexican social activists and academics, excursions to sites of historical and cultural importance, reflection papers, and group discussion. The course is a required component of the Semestre en México program and is taught in English.

Intermediate course that deals with the more sophisticated elements of Spanish grammar and communication. All four skills - listening, speaking, reading and writing - are emphasized. Prerequisite: Placement exam, SPN 1104 or consent of instructor.

Continuation of SPN 2101. Prerequisite: Placement exam, SPN 2101, or consent of instructor.

Intermediate conversational Spanish. Taught as a component of the Semestre en México Program. Prerequisite: SPN 1104 or consent of instructor.

This course is part of a two-semester in-depth examination of Spanish grammar with substantial vocabulary building. Listening, speaking, reading, and writing skills are all practiced in conjunction with cultural and situational contexts. Prerequisite: SPN 2102 or consent of instructor.

This course is part of a two-semester in-depth examination of Spanish grammar with substantial vocabulary building. Listening, speaking, reading, and writing skills are all practiced in conjunction with cultural and situational contexts. Prerequisite: SPN 2102 or consent of instructor.

Intensive conversational Spanish. Taught as a component of the Semestre en México Program. Prerequisite: SPN 2012 or consent of instructor.

This course is required for students pursuing a Minnesota K-12 license to teach Spanish. Explores various techniques for teaching Spanish, curriculum development, instructional planning strategies, and assessment of student progress. This course is taken concurrently with SPN 3445. Prerequisite: Admission to teacher education program.

Provides students with a practical teaching experience in a local elementary, middle, or high school under the supervision of a licensed teacher.

Opportunity to study the major poets of the Hispanic world. The course deals with a different writer each time it is offered. The international significance of each poet, his/her influence on the Hispanic world and the specific cultural importance of these writers is examined. Prerequisite: SPN 2101 or consent of instructor.

Introduction to literature in Spanish. The course deals with writers from Spain and Spanish America and chiefly from the 20th century. Students will become acquainted with major Spanish-speaking writers and with their way of seeing and depicting the world. Good reading skills needed. Prerequisite: SPN 2102 or consent of instructor.

Overview of the rich history and culture of Spain, beginning with the earliest inhabitants and moving to the 21st century, highlighting major events. Good reading and speaking skills needed. Prerequisite: SPN 2102 or consent of instructor.

Overview of the rich history and culture of Latin America, primarily of the Spanish-speaking regions. Begins with the native traditions of the Aztec, Mayan and Inca inhabitants and moves to the 21st century, highlighting major events. Good reading and speaking skills needed. Prerequisite: SPN 2102 or consent of instructor.

Students explore the history, culture, and society of Spanish-speaking peoples in the US. Topics such as immigration, acculturation, cultural transformation, and the relationships between Hispanics and non-Hispanic groups in the US are all addressed. Prerequisite: SPN 3601 or SPN 3602, or consent of instructor.

Examination of Hispanic women writers who best represent their cultures and who explore women's historic roles in the Hispanic world and their efforts to achieve a place in this society.

In this course students will read and analyze myths and legends from the Spanish-speaking world, paying attention to the meanings that myths and legends provide for both individuals and societies. Students practice Spanish listening and speaking skills as they learn the techniques of oral storytelling. Grammar review and vocabulary building are also built into this course.

Opportunity to read some of the major literary works written in Spanish. While the content of the course changes periodically, the guiding principle is the inclusion of as much variety as possible from the different genres, historical periods, countries and sub-cultures. Prerequisite: At least one 3000 level course (except SPN 3303) passed with a B average or consent of instructor.