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Section I. Contextual Information

Section I - Contextual Information

SECTION I-CONTEXTUAL INFORMATION

  1. Candidate Information

Directions: Provide three years of data on all candidates enrolled in the unit and completing its programs, beginning with the most recent academic year for which numbers have been tabulated.

Academic

Year

# of Candidates Enrolled in the

Program

# of Program

Completers

2012-2013

249

132

2011-2012

186

113

2010-2011

166

100

 

  1. Professional Education Sequence Curriculum Exhibit: For each program area listed in the chart below, enter the title and name of education courses required (for secondary programs include methods coursework).

Program Area

Professional Education Sequence Coursework

Early Childhood Education

No major or minor

Elementary Education

EDUC 240 - Educating Exceptional Students - 2 credits

EDUC 250 - Introduction to Education - 3 credits

EDUC 283 - Understanding Cultural Diversity - 3 credits

EDUC 300 - Educational Technology - 2 credits

EDUC 321 - Foundation of Reading Instruction - 3 credits

EDUC 330 - Children's Literature - 3 credits

EDUC 350 - Practicum in Elementary and Classroom Management -

                      2 credits

EDUC 352 - Cultural Diversity Practicum - 1 credit

EDUC 400 - Educational Psychology - 2 credits

EDUC 450 - Trends in Assessment and Educational Issues - 2 credits

EDUC 490 - Student Teaching - 10 credits

MATH 278 - Math for Elementary Teachers - 2 credits

PSYC 250 - Developmental Psychology - 3 credits

Middle Level Education

Endorsement only

Secondary Education

EDUC 240 - Educating Exceptional Students - 2 credits

EDUC 250 - Introduction to Education - 3 credits

EDUC 283 - Understanding Cultural Diversity - 3 credits

EDUC 300 - Educational Technology - 2 credits

EDUC 351 - Secondary Practicum and Classroom Management

                    - 1 credit

EDUC 352 - Cultural Diversity Practicum - 1 credit

EDUC 375 - Teaching Reading in the Content Areas - 2 credits

EDUC 400 - Educational Psychology - 2 credits

EDUC 450 - Trends in Assessment and Educational Issues - 2 credits

EDUC 480 - Student Teaching - 10 credits

PSYC 250 - Developmental Psychology - 3 credits

ENGL 490 - Methods of Teaching (all secondary areas have their own methods class and prefix) - 3 credits

K-12 Programs: Art, Music, Physical Education

Professional Education Sequence is the same as the secondary education Professional Education Sequence

 

 

 

  1. Descriptive Information about the Unit:
    1. Name of Institution's programs at the initial level (complete chart below adding rows as needed):

Program Name

Grade levels for which candidates are being prepared

Degree or award level (Baccalaureate, Post Baccalaureate, Masters, Minor, Endorsement)

 

Delivery Site

(On-Campus, Off-Campus (list site), On-line (50% or more)

Art Education

K-12

B.S.

On-Campus

Biology Education

7-12

B.S.

On-Campus

Business Education

7-12

B.S.

On-Campus & On-line

Chemistry Education

7-12

B.S.

On-Campus

Elementary Education

K-6

B.S.

On-Campus, NDSU,  TBC, & Wyoming

English Education

7-12

B.S.

On-Campus & On-line

Health Education

7-12

B.S.

On-Campus

History Education

7-12

B.S.

On-Campus

Mathematics Education

7-12

B.S.

On-Campus

Music Education

K-12

B.S.

On-Campus

Physical Education

K-12

B.S.

On-Campus

Social Science Education

7-12

B.S.

On-Campus

Spanish Education

7-12

B.S.

On-Campus

Technology Education

7-12

B.S.

On-line

Endorsements:

 

 

 

Early Childhood Endorsement

 

 

On-line

English Language Learners Endorsement

 

 

 

On-line

Kindergarten Endorsement

 

 

On-line

Middle School Endorsement

 

 

On-line

STEM Endorsement

 

 

On-line

Strategist Special Education Endorsement

 

 

 

On-line

 

  1. Required Field & Clinical Experiences: Briefly describe the required field & clinical experiences that are specific to your program including the number of hours for early field experiences and the number of hours/weeks for student teaching or internships.

Clinical and field-based experiences are designed to support the program model, "Teacher as Knowledge-based Decision Maker." Clinical and field-based experiences serve as important building blocks in the teacher education program. Students receive a variety of appropriate experiences including microteaching, lesson planning, team teaching, peer teaching, and designing teaching and evaluation strategies in the course of their preparation for teaching.

The field-based and clinical experiences of teacher candidates have been developed to be sequential during the sophomore, junior, and senior years. All candidates have at least four field experiences. The Introduction to Teacher Education (EDUC 250) course is typically completed as a sophomore. Candidates participate in a 40-hour practicum as part of their introductory experience.

Candidates participate in EDUC 283 Understanding Cultural Diversity to learn teaching and assessment strategies and accompany that learning with EDUC 352, a 25-hour practicum that engages candidates in field experience opportunities with cultural diverse and English Language Learners.

Methods courses are completed during the junior or senior year. The courses are closely aligned with a third field experience through EDUC 351 Secondary Practicum and Classroom Management or EDUC 350 Elementary Practicum and Classroom Management.

Co-teaching strategies are introduced to candidates in the professional education sequence. Candidates make progress from specific observational strategies to becoming more engaged in teaching with the cooperating teacher and students. Student teaching is a twelve-week experience through which candidates are gradually given more responsibility as a co-teacher and ultimately during their times of solo teaching. 

Student teaching is the apex of the clinical and field-based teacher education program. The experience is the most rigorous in terms of responsibility and the expectations. Candidates complete a Teaching for Learning Capstone unit that requires candidates to document their efforts to teach for learning and include the evidence in their senior portfolio for graduation.

In every type of clinical or field-based involvement, the candidate is provided with instruction and assistance before, during, and after the experience. To help ensure that all of the experiences are of maximum benefit to candidates, a variety of information sheets, checklists, and evaluation forms are used.

Student teaching forms include formative assessments completed by cooperating teachers at one-third and two-thirds of the way through the experience to ensure descriptive feedback and to encourage opportunities for improvement before the summative final evaluation. Discussions among the teacher candidate, classroom cooperating teacher, and university supervisor are held regularly and written responses are frequently given.

All of the clinical and field-based experiences provide opportunities for professional growth in the ability to make sound decisions as candidates develop in the four phases of the teacher decision-making process: planning - implementing - evaluating - reflecting. Planning for instruction is emphasized during the sophomore and junior year, but most extensively during the senior year. Co-teaching opportunities on campus and in each field experience enhance the development of implementation skills and strategies. Assessment strategies for learning and the evaluation of instructional activities are experienced to the greatest extent during both the junior and senior years. Reflection is integrated throughout all on-campus courses and field experiences as a way to promote improved practice and lifelong learning.

 

 

EDUC 240 - Syllabus

EDUC 250 Syllabus

EDUC 283 Syllabus

EDUC 300 Syllabus

EDUC 321 Syllabus

EDUC 330 Syllabus

EDUC 350 Syllabus

EDUC 351 Syllabus

EDUC 352 Syllabus

EDUC 375 Syllabus

EDUC 400 Syllabus

EDUC 450 - Syllabus

EDUC 480/490 - Syllabus

ENGL_490 Syllabus

EDUC 491 - Senior Portfolio

Math 278 Syllabus

PSYC 250 Syllabus

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