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  • ED 445: Advanced Literacy Methods for Diverse Learners

    3.00 Credits
    Saint Mary's University of Minnesota

    3 credits In this course, elementary education majors explore the literacy needs of kindergarten through middle school students with exceptional learning styles (LD, ADD) and from different cultural, socioeconomic and linguistic backgrounds. Students learn how their own cultural background influences the way they teach and master the dispositions and skills needed to facilitate language development in children with diverse and multiple literacy development needs.
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  • ED 470: Student Teaching:Childhood/Early Adolescence

    13.00 Credits
    Saint Mary's University of Minnesota

    13 credits Student teaching credits will vary according to the student's area(s) of certification and state requirements. Credits for student teaching will be determined in consultation with school of education faculty members. The student must earn a minimum of thirteen credits. While working closely with a cooperating teacher, the student will begin to assume the role of teacher in an actual classroom setting, gradually becoming fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. The pre-service teacher is expected to demonstrate development of professional dispositions of a well organized, effective, and reflective instructor. Students will student teach for 13 weeks in the Winona vicinity or at a student teaching abroad program site. Prerequisite: consent of chair of undergraduate teacher education and minimum 2.750 cumulative grade point average. Additional fee required.
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  • ED 475: Human Relations,Cultural Diversity,& Indian Cultures:Childhood/Early Adolescence

    2.00 Credits
    Saint Mary's University of Minnesota

    2 credits The human relations course is designed for students currently completing or finished with student teaching. It is assumed (understood) that through the student teaching experience the student and university supervisor will come to more fully recognize areas in which the student is engaged in human relations issues. Emphasis is placed on providing the student with additional knowledge, expertise or skills in creating a classroom learning climate conducive to supporting differences in cultural, ethnic, racial and gender backgrounds. Special emphasis is placed on gaining an understanding of Minnesota and Wisconsin Indian cultures. The course is also intended to allow students to examine topics of special interest and work on needs relevant to their professional identity development through further individualized study, research, dialogue, observation, and/or practice.
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  • ED 480: Student Teaching:Early Adolescence/Young Adult

    13.00 Credits
    Saint Mary's University of Minnesota

    13 credits Student teaching credits will vary according to the student's area(s) of certification and state requirements. Credits for student teaching will be determined in consultation with school of education faculty members. The student must earn a minimum of thirteen credits. While working closely with a cooperating teacher, the student will begin to assume the role of teacher in an actual classroom setting, gradually becoming fully responsible for planning, organizing, and teaching lessons, maintaining a conducive learning environment, and becoming acquainted with school routines and practices. The pre-service teacher is expected to demonstrate development of professional dispositions of a well organized, effective, and reflective instructor. Students will student teach for 13 weeks in the Winona vicinity or at a student teaching abroad program site. Prerequisite: consent of chair of undergraduate teacher education and minimum 2.750 cumulative grade point average. Additional fee required.
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  • ED 485: Human Relations, Cultural Diversity & Indian Cultures: Grades

    12.00 Credits
    Saint Mary's University of Minnesota

    2 credits This course is designed around building stronger interpersonal skills, exposing students to school, home and community relationships and developing a stronger understanding of diversity. This course provides a deeper understanding of the critical needs of a diverse student body and teaching strategies that are effective in different settings. Emphasis is placed on providing students with additional knowledge, expertise and skills in creating a classroom learning climate conducive to supporting differences in cultural, ethnic, racial and gender backgrounds. Special emphasis is placed on gaining an understanding of Minnesota and Wisconsin Indian cultures. The course is also intended to allow students to examine topics of special interest and work on needs relevant to their professional identity development through further individualized study, research, dialogue, observation, and/or practice.
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  • ED 490: Professional Capstone Experience:Portfolio Assessment

    1.00 Credits
    Saint Mary's University of Minnesota

    1 credit This course provides teacher education students with mentoring in a largely self-directed experience revising their professional portfolios. The experience is designed to assist teacher education candidates in integrating their professional identity along program-based dimensions of theory and practice. Reflection and consolidation of personal understanding is accomplished through position statements, personal evaluation and goal setting within a professional portfolio to be used as a tool for employment and personal professional growth.
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  • ELB 100: Academic Oral Communication Enrichment

    3.00 Credits
    Saint Mary's University of Minnesota

    3 credits This course is designed to assist advanced-level nonnative English speakers in acquiring academic communicative competence. Students will be introduced to specific settings in which to use an academic register and be familiarized with the rules and quality of performance that are expected in these settings. Because nearly all authentic academic communication situations involve integration of all four language skills (listening, speaking, reading, and writing), course activities will integrate all four skills. Students will be required to participate in interviews, orally interpret graphs and tables, define terms, and discuss articles. They will also receive practice with listening to lectures, taking notes, and participating in class discussions. Finally, they will give a process and impromptu speech, serve on a panel discussion, participate in a seminar, and challenge and defend a position.
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  • ELB 110: English Grammar for Academic Enhancement

    3.00 Credits
    Saint Mary's University of Minnesota

    3 credits Advanced-level nonnative English speakers will thoroughly examine and review the structure and usage of contemporary spoken and written English grammar in authentic situations. This course involves more than rote rules and forms. ELB110 seeks to bridge the gap between a student's declarative and procedural knowledge of English grammar. ELB110 will assist students in developing a functional understanding of what grammar is and how it works in order to successfully carry out various communicative tasks connected to success in higher education. Through the use of relevant texts and oral language, students will focus on the grammatical aptitude required for success at the university level in the skill areas of writing, reading, speaking and listening. The prerequisite of ELB110 is a minimum ACT Reading/English score of 13.
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  • ELB 116: Critical Academic Reading Strategies

    3.00 Credits
    Saint Mary's University of Minnesota

    3 credits This course for advanced-level nonnative English speakers will focus on reading strategies and vocabulary enrichment in a variety of academic disciplines (i.e., hard sciences, social sciences, history, business, and arts) that students will encounter in their general education classes. Students will improve their reading comprehension, increase their reading speed, and develop their retention of vocabulary. Strategies that will be covered are prereading techniques; annotation and notetaking; summarizing and paraphrasing; and vocabulary building through inference, using context, learning prefixes, etc.
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  • F 141: Beginning Conversational French I

    4.00 Credits
    Saint Mary's University of Minnesota

    4 credits Through the use of proficiency-based methodologies and multimedia this course helps students get acquainted with Francophone cultures, discover similarities and differences between the target culture and their own, develop basic communication skills necessary to function in a Frenchspeaking country, and acquire basic grammatical structures and vocabulary. Enrollment is limited to students who have not previously studied French or who place into the course after taking the Placement Test. Offered only fall semester.
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