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Matt Ridenour, Ed.D.
Program Chair
Tower Hall, Room 3413
(218) 723-7029
mridenour@css.edu

CSS/Churchill Teaching Immersion Program

CSS/Churchill Teaching Immersion Program

B.S. Elementary Education

Fast Facts: Elementary Education Major

  • The School of Education (SOE) fosters high academic standards, technological literacy, collaborative partnerships and a diverse learner perspective throughout its programs
  • Faculty members have significant K-12 and administrative experience, allowing them to bring real-world perspective to their students
  • The SOE offers multiple placements for students, significant opportunities for professional development, collaborative consultation, mentoring relationships, common experiences for students, exposure to best practices for teaching and learning, and shared research projects.
  • The SOE's licensure programs are designed to provide students with the knowledge, skills and dispositions characteristic of effective teachers
  • Programs are rich in early and ongoing field experiences and reflect practices that lead to more effective learning by students
  • Elementary/education licensure program completers apply for an Elementary Education (grades K-6) license. Once licensed, they are eligible to work with children in elementary schools
  • Curriculum is designed to correspond to the Minnesota Board of Teaching Standards of Effective Practice
  • The School of Education programs are nationally accredited by the Association for Advancing Quality in Educator Preparation (AAQEP) and have received continuing approval by the Minnesota Board of Teaching

Program Requirements

52 core credits + 20 content credits

Student Teaching

Students in the elementary education program spend substantial and continuous time in local schools beginning with their initial class through their senior year of student teaching. In addition to developing the skills needed to become effective educators, this gives students an opportunity early in their education to be sure teaching at the elementary level is the right choice. Excellent local schools, both public and private, are happy to work with St. Scholastica students.

Sample curriculum

Here are some classes you could take as part of this major or minor. Please note that you would not necessarily need all of these courses to fulfill a major or minor. This list doesn't include general education courses. Be sure to create your course plan in consultation with your advisor.

Course Creation Center

Expand and Collapse Coursework

Expand and Collapse EDU 1540 - Introduction to Teaching

Introduces schooling, teaching and the foundations of education. The major purpose is to help students clarify their thoughts and feelings about becoming a teacher. Topics include teachers, students, schools, teaching, curriculum, instruction, school governance, school finance, history of U.S. education, philosophy of education.

Expand and Collapse EDU 2210 - Educational Psychology/Needs of Learners

Examines children’s cognitive, social, moral, and emotional development as a function of their social and cultural context: the school. The course introduces theories of intelligence, learning, memory, motivation, and behavior. Application of theory to practice is emphasized, with a focus on critical thinking, metacognition, models of instruction, and classroom management approaches.

Expand and Collapse EDU 2260 - Visual and Performing Arts Methods

Examines the arts as a basic and essential form of human communication. Explores and analyzes integration of the arts as a way to increase 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.

Expand and Collapse EDU 2270 - Science/Tech Methods K-6

This is a pre-practicum course for individuals planning to teach science in grades K - 6. Emphasis will be placed on understanding the Nature of Science, teaching science as inquiry, and addressing student misconceptions. Methods for using technology effectively, managing materials and students safely and using state and district learner outcomes in planning will be addressed.

Expand and Collapse EDU 2400 - Children's Literature

An in-depth study of children's literature that focuses on the evaluation, selection, and sharing of children's books in instructional settings. Students will read, respond to, and evaluate picture books and chapter books of various genres. Emphasizes the identification and teaching of literary elements in context, strategies for sharing books with children, and the importance of using authentic children's literature in schools.

Expand and Collapse EDU 2600 - Instructional Planning & Management with Field Experience I

Practice effective lesson planning, questioning and communication techniques, classroom management and developing effective and professional teaching dispositions. The teacher candidate will build classroom management skills and an understanding of how these are directly related to the management of time, instruction, resources and behavior in a classroom setting. Using self-reflective practices, the teacher candidate will begin to examine personal dispositions as they relate to teaching, learning and managing a classroom. The teacher candidate will have the opportunity to implement these skills in a field placement setting. This course requires 50 hours of field experience practicum within a local school.

Expand and Collapse EDU 3100 - Teaching for Inclusion & Equity

Develop intercultural knowledge and competence for culturally responsive professional practices. Concepts of culture, identity, race, sexuality, power and privilege are examined through concrete learning tasks and course readings to enhance students’ ability to participate in the reconstruction of schools, communities and national assumptions about equity. Course readings and assignments provide students with opportunities to recognize inequity, respond to inequity, redress inequity and develop equitable practices to enhance and sustain equity. Students develop understanding that enhances their capacity to act on the idea that individually and collectively they can help change the world from poverty, discrimination and injustice to a world marked by equal access, equitable opportunities and respect for our shared humanity.

Expand and Collapse EDU 3250 - Introduction to Special Education

Addresses teachers’ roles in educating children and youth with disabilities. Students examine the social construction of disability, disability legislation; rights and responsibilities of parents, educators, and students; and universal design for learning. Topics include historical and theoretical frameworks and legal mandates that have shaped the current field of special education, as well as the needs and characteristics of individuals with disabilities. This course contains a field requirement. Co-requisite: EDU 2600/EDU 3600/EDU 4600 for Education licensure Majors/Minors (who should register for this course at 3 credits); others not enrolled in one of those courses should register for 4 credits.

Expand and Collapse EDU 3600 - Education Tech - Mid/Secondary

Provides opportunity for teacher candidates to develop knowledge and strategies to effectively use and integrate technology as a tool for teaching and learning in a K-12 classroom setting. Specifically, teacher candidates will meet the needs of all K-12 learners by using inclusive technology practices that promote critical thinking and problem solving skills. Teacher candidates engage in opportunities to collect, share and assess information. Teacher candidates will practice digital awareness, interrogate digital divides and critique technology tools developing proficiencies necessary in the field of education. The teacher candidate will have the opportunity to plan for and implement these practices in a K-12 field placement setting. This course requires 50 hours of field experience practicum within a local school.

Expand and Collapse EDU 3610 - Mathematics Elementary Methods

Focuses on best practices and current research trends that enable learners to be successful teachers of mathematics in the K-6 classroom. Learners analyze and evaluate current research, teaching strategies and philosophies related to teaching K-6 mathematics. Helps future teachers build a basic foundation concerning pedagogy, standards based instruction, technology use, and equity.

Expand and Collapse EDU 3720 - Reading/Language Arts Methods

Examines the characteristics of a well-balanced developmental reading/language arts program. The primary purpose of the course is to prepare elementary school education majors to be successful teachers of reading and its related language arts components. Students examine how theory and practice come together in developing effective instructional strategies for elementary school students. Students become familiar with a variety of teaching methods. They learn how to effectively implement instruction in the reading areas of phonemic awareness, phonics, fluency, vocabulary, and text comprehension as well as spelling, oral and written language. Assessment, analysis, and resultant remediation plans will be conducted with elementary students as well as through classroom activities. Current research trends that emphasize a balanced approach to literacy instruction are the framework for the course. To gain skills in accessing and evaluating research, students will examine current research supporting effective reading/language arts instruction best practices.

Expand and Collapse EDU 4600 - Assessment with Field Experience III

Provides opportunity for teacher candidate will develop knowledge and strategies to effectively plan for, deliver, and apply assessment processes as a tool for improving teaching and learning in a K-12 setting. Specifically, as an inquiry into the essence of the assessment process, Teacher Candidates will interrogate the purpose and process of assessment through theoretical, phenomenological, personal and experiential perspectives. Teacher Candidates will explore a brief history of assessment in education and underlying assumptions driving our assessment practices. Additionally, the forms, purposes and effects of assessment utilized in classrooms today, along with new directions being advocated, for the field of education will be researched and applied. Teacher Candidates will critique and practice inclusive assessment processes to meet the needs of all K-12 learners. The Teacher Candidate will have the opportunity to plan for, implement and reflect upon these practices in a K-12 field placement setting.

Expand and Collapse EDU 4800 - Student Teaching Internship & Seminar

Student Teaching Internship and Seminar: Provides teacher candidates with a practical, real world teaching experience in a K12 school setting, under the supervision of a licensed Cooperating Teacher. While in the K12 classroom setting, teacher candidates will be formally observed and evaluated, as well as be given feedback and support by the Cooperating Teacher and College Supervisor as he/she plans and delivers content specific units and works with students who have diverse learning needs. The teacher candidate also practices and hone effective communication skills with parents/guardians and school support personnel. The teacher candidate plans and completes the Teacher Performance Assessment (edTPA) during student teaching which is a full-time experience for a full semester. During Seminar teacher candidates unpack and reflect on the student teaching experience and critical issues relevant to the teaching profession. The seminar also examines inclusive models and strategies of effective classroom management, problem solving and evidence-based best practices that may positively impact student learning . Information and support will also be provided for completing their professional resume and cover letter, preparing for a job search, and applying for their Minnesota teaching license.

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  • "In class, we often work in small groups and teach lessons that we developed prior to class. This activity is most helpful for my learning because it makes me think through my planning more thoroughly than I might if I were just writing up a theoretical lesson and submitting it."

    – Summer Gokey, ‘14