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Course Criteria
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3.00 Credits
3 credits An intermediate course examining the forces which determine the competitive conditions and trade patterns in the global economy. Representative topics are monetary issues, balance of payments, capital movements and capital markets. Prerequisites: BU285 and BU341.
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3.00 Credits
1-3 creditsThe topics for these courses vary according to the needs and interests of students. Topics may include economic problems, trade in-balance, international economics, quantitative economics, international finance and more advanced investment topics.
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1.00 Credits
1 credit This course is intended to give students with an interest in education a general overview of teaching as a career. Students will explore the nature of K-12 students, the nature of schools, and current and future trends in education. While primarily intended for freshmen with an interest in teaching, it is open to any student who might wish to explore a career in education. Graded pass/fail.
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2.00 Credits
2 credits This course is a general introduction to the effects of substance abuse and provides basic familiarization with chemical and public education programs in the school and community. Students will study how the use and misuse of chemicals can affect life and learning. The course is designed to meet the Minnesota statute for obtaining a teaching certificate.
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2.00 Credits
2 credits This field exploration course is an intensive-five week engagement in the K-12 Lasallian Association of Miguel Schools. Students will work closely with teachers in support of teaching and learning in elementary, middle, and secondary educational settings. As part of their classroom and extra-curricular placements, students will conduct and analyze interviews with school administrators, classroom teachers, extracurricular staff, and other non-teaching personnel. Prerequisite: acceptance and enrollment in the Lasallian Teacher Immersion Program and consent of the chair of undergraduate teacher education.
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6.00 Credits
6 credits The initial focus of this course emphasizes historical, philosophical, and sociological foundations of education. Students examine connections between theory and practice on topics within the above mentioned areas. Topics include today's students, teachers, schools, teacher effectiveness, current issues, school reform and professionalism. A second focus of the course is an extensive field experience. Students observe and participate in elementary, middle and secondary classrooms. Throughout the course an emphasis is placed on developing skills in human resources and the use of reflective practice in teaching. This is a writing intensive course.
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6.00 Credits
6 credits This phase of the teacher education program focuses on the student as "learner." The concept oflearner is examined from a variety of applied areas in psychology including human learning, lifespan development, psychology of the exceptional child, and human relations and cross-cultural perspectives in psychology. Students work in a clinical field experience for five weeks, approximately eight hours per week, in a single classroom translating theories of learning and development into methods of classroom practice. The primary purpose of this clinical experience is to provide students with an opportunity engage in classroom activities (observe, participate, lead) and to reflect on how these activities translate theories of human learning and development into methods of practice. The student's primary in-class responsibilities involve assisting the teacher, mentoring students, and, where possible, leading part or all of designated lessons or activities. The pre-service teacher is asked to continue working on his/her professional identity by demonstrating skills and dispositions of an astute clinical observer of developing learners. ED300, ED305, and acceptance into the Teacher Education Program are prerequisites for the courses that follow. Additional specific prerequisites may be noted as appropriate for individual courses.
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1.00 Credits
1 credit This course emphasizes further work in kindergarten, elementary and middle level philosophy, curriculum and instructional strategies. An emphasis is placed on the integration of music into various curriculum areas to meet the needs of diverse learners. Students will be actively engaged in: 1) understanding the creative developmental characteristics of children and adolescence; 2) designing and teaching appropriate lessons; 3) musical production; 4) using music as an alternative assessment tool; and 5) the reflection process as a means of professional development. The preservice teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
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4.00 Credits
4 credits This course serves several important functions relative to the age/grade levels involved. First, the course is designed to help the student develop knowledge, objectives, methods, and evaluative tools necessary to become competent in teaching science and social studies; to develop the ability to plan adequate science and social studies programs; to become familiar with a variety of instructional techniques appropriate for use; to demonstrate an ability to evaluate student learning. This course will also provide students with the knowledge and skills necessary to develop integrated learning across knowledge domains. An emphasis is placed on developmentally appropriate practices and addressing diverse needs of learners. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
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1.00 Credits
1 credit This course emphasizes further work in kindergarten, elementary and middle level philosophy, curriculum and instructional strategies. An emphasis is placed on the integration of art into various curriculum areas to meet the needs of diverse learners. Students will be actively engaged in: 1) understanding the creative developmental characteristics of children and adolescents; 2) designing and teaching appropriate lessons; 3) artistic production; 4) using art as an alternative assessment tool; and 5) the reflection process as a means of professional development. The pre-service teacher is expected to demonstrate professional dispositions of a principled and purposeful instructional decision-maker.
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