Admissions Office
The College of St. Scholastica
1200 Kenwood Avenue
Duluth, MN 55811
(218) 723-6046
(800) 249-6412
TTY/TDD: (218) 723-6790
admissions@css.edu

Brenda Fischer, Ed.D.
Program Chair
Tower Hall, Room 3103
(218) 723-5971
bfischer1@css.edu

CSS/Churchill Teaching Immersion Program

CSS/Churchill Teaching Immersion Program

Elementary Education

Fast Facts: Elementary Education

  • 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 SOE's programs are nationally accredited by both the Teach Education Accreditation Council (TEAC) and the Council for the Accreditation of Educator Preparation (CAEP), and have received continuing approval by the Minnesota Board of Teaching.

Outcomes

Eleven of the 13 of the undergraduate teacher candidates who graduated and received their MN Teaching License in 2014-15 now have teaching jobs.

Program Requirements

56 core credits + 20 content credits

The program's curriculum is designed to comply with recent (2012) changes in licensure requirements.

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 need 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 BIO 1104 - Life Science

Survey course covering a broad range of topics in the life sciences from cell structure and function to ecology. 3 class hours, 2-hour lab. This course is not counted toward the biology major, but may be counted for the minor.

Expand and Collapse EDU 1505 - Introductory Field Experience

Includes classroom visits and tutoring in a local school. Details of time and location will be shared in EDU 1540. A $50 background check is required before students are allowed to enroll in this course. This field experience portion of the introductory course is taken concurrently with EDU 1540.

Expand and Collapse EDU 1540 - Introduction to Teaching

Introduction to 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. Must be taken concurrently with EDU 1505.

Expand and Collapse EDU 2210 - Educational Psychology

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 2215 - Edu Psyc Field Experience

This field experience involves observing and helping in local schools. The student will connect learning from EDU course(s) to the field experience and produce documentation of said learning. Note: Completing and passing the SOE background study is required prior to starting this field experience.

Expand and Collapse EDU 2240 - Elm Phy Ed/Hlth/Drug Edu

This course stresses understanding, knowledge, attitudes and habits necessary for healthful living. It explores elementary school physical and health education content and pedagogy and prepares the K-6 educator for meaningful strategies that promote physical and health education in the classroom and beyond. Alcohol, drugs, and mood altering chemicals and their effects on the individual, the family and society are also addressed. School as well as community resources dealing with prevention, intervention, treatment and follow up are explored.

Expand and Collapse EDU 2260 - Vis/Performing Arts Teach Meth

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 2271 - Social Studies/Techno Methods

While students will gain knowledge in the content of the social sciences, the primary goal of this course is to guide students in developing the knowledge, skills, and attitudes for effective teaching of elementary social studies. In addition to an emphasis on integrating technology into the Social Studies curriculum, students will experience the kinds of instructional methods and strategies that are recommended as current best practices. Students will engage in activities and assignments that will foster reflection and discussion addressing the components of geography, history, government, economics, and sociology.

Expand and Collapse EDU 2275 - Methods Field Experience I

Students apply skills and knowledge examined in EDU 2270 and EDU 2271 in an elementary classroom setting. Students will focus on classroom culture and teacher professionalism, social studies and science methods, technology, and reflection. The field experience portion of the communications block must be taken concurrently with EDU 2270 and 2271.

Expand and Collapse EDU 2300 - Human Relations

Provides students with an understanding of the importance of using multicultural approaches and diversity sensitive behaviors in the classroom. Students explore their own monocultural/multicultural socialization and examine their own assumptions and beliefs as they study the complex dynamics of the teaching/learning relationship. Topics include: the social construction of difference - race, class, gender, and sexual orientation; power, privilege, and the dehumanization process; the relationship between education and social justice.

Expand and Collapse EDU 3250 - Special Needs/Inclusion

Addresses the general education teacher‘s role in educating children and youth with exceptionalities. Students examine the social construction of disability and giftedness; universal design for learning; and relevant legislation, including the rights and responsibilities of families, educators, and students. They conduct a case analysis which includes referral and identification procedures; collaboration with special education teachers and families; and development of an individualized education plan (IEP). Students conduct research on a specific exceptionality area and demonstrate effective accommodations and inclusive strategies for the classroom. This course includes a field experience. Pre-requisite: EDU 2500 or EDU 2800 and Admission into the Education Program.

Expand and Collapse EDU 3610 - Math Teaching Methods K-6

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 issues. Special attention is given to teaching practices that can help ALL K-6 students be successful in mathematics. Field experience activities and application from EDU 3250 may be required in this course dependent on the students’ course sequence.

Expand and Collapse EDU 3615 - Methods Field Experience II

The student will also be asked to reflect on her/his experience in the field placement classroom. Students apply skills and knowledge examined in EDU 3615 in an elementary classroom setting. The focus is on observation of classroom culture and teacher professionalism, math methods, technology, and reflection. The field experience portion of the communications block must be taken concurrently with EDU 3615. Field experience activities and application from EDU 3250 may be required in this course dependent on the student's course sequence.

Expand and Collapse EDU 3620 - Classroom Assessment

An inquiry into the essence of the assessment process. The purpose and process of assessment will be investigated from a theoretical, phenomenological, personal, and 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 being advocated. This course is also listed as a benchmark course for the teaching portfolio. Students will share their whole portfolio with the education faculty to receive feedback.

Expand and Collapse EDU 3715 - Methods Field Experience III

Students apply skills and knowledge examined in EDU 3710 in an elementary classroom setting. The focus is on observation of classroom culture and teacher professionalism, emphasizing literacy, reflection, and discussion while providing an opportunity to work with groups of children. The field experience portion of the communications block must be taken concurrently with EDU 3710. Field experience activities and application from EDU 3250 may be required in this course dependent on the student's course sequence.

Expand and Collapse EDU 4500 - Student Teaching K-6

Provides students with a practical teaching experience in a local elementary or middle school under the supervision of a licensed teacher. This placement includes maintaining an environment conducive to learning; planning and teaching learning units (using both long-term and daily planning tools); developing assessments to evaluate students' learning; working with students with diverse learning needs; communicating effectively with students, parents/guardians, colleagues, and school support personnel; and participating in school activities.

Expand and Collapse EDU 4510 - K-6 Student Teaching Seminar

Helps students reflect on and deal with situations encountered in their student teaching experience. Attendance is required. Class discussions and reflections come from the daily challenges of being with students in a classroom setting. Time is also spent on discussing the job application, portfolio development, and licensure processes. Must be taken concurrently with EDU 4500.

Expand and Collapse MTH 1113 - Mathematical Ideas I

Topics selected to give a broad view of mathematics needed for a liberal education. Investigations emphasize mathematics needed by prospective teachers of elementary grades to address the strands: patterns and functions; number sense from whole numbers to real numbers. Prerequisite: three years of high school mathematics or instructor's permission.

Expand and Collapse MTH 1114 - Mathematical Ideas II

Continuation of MTH 1113 for students intending to teach math in elementary grades and for liberal arts education. Topics include basic statistics and probability, measurement, space and shape in geometry. Prerequisite: three years of high school math or instructor's permission.

Expand and Collapse PSC 1201 - Concepts of Physics

A discovery course in which student groups design experiments, collect and analyze data which will help them to understand the processes of science and the basic concepts and laws of Newtonian mechanics, properties of matter, electricity and magnetism and energy, and waves. Conceptual understanding is stressed; some simple algebra is used. Mainly for elementary and middle school teacher education students.

Expand and Collapse PSC 1202 - Cosmic Systems

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.

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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