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Course Criteria
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3.00 Credits
Ideal for students interested in applying statistical models to economic problems, this course emphasizes theoretical foundations, mathematical structure, and applications of major econometric techniques, including ordinary least squares, generalized least squares, instrumental variables, simultaneous equation models, limited dependent variables, and time series techniques. Students in the class complete a sophisticated economic research project of their choice. Prerequisites: Statistics 263 or equivalent preparation, and either Economics 261 or Economics 262, or permission of instructor. Offered annually.
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3.00 Credits
In this course, students will examine how schools and communities in the Twin Cities interact to provide support and developmental opportunities for school-age children. Through lectures, readings, discussions, field trips and in-school and co-curricular placements, students gain an understanding and awareness of how race, class, ethnicity, national origin, and gender shape the complex character of urban youth and schools. Students will spend one week in orientation activities on campus and two weeks in the Twin Cities. During the time in the Twin Cities, St. Olaf students will participate as tutors and classroom assistants during the school day and then assist in various after-school and community programs. The last week of Interim will be spent back on campus discussing the experience. Counts toward major: Education: (Human Relations [Ed 382] component); ARMS. Counts toward concentration: ARMS. GE: Multicultural Studies Domestic (MCS-D). Open to first-year students.
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0.00 Credits
Students examine issues related to chemical use/abuse in our society. The course, required of all candidates for a teaching license, enhances problem identification and helping skills in students' professional and personal lives. Students develop an understanding of enabling and intervening behaviors and gain knowledge about the role of schools in addressing these and other chemical abuse concerns. Offered both semesters, evenings. P/N only.
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20.00 Credits
This course focuses on issues surrounding first and second language acquisition in children and adults. It examines socio-cultural, linguistic, and psychological factors that affect language learning, cultural identity, and school performance, highlighting political influences on the education of linguistic minorities. This is a theory and foundations course required for students seeking MN teaching licensure in ESL; it is also relevant for students who wish to teach English as a foreign language abroad. Required 20-hour field experience. Offered Fall Semester only.
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3.00 Credits
This course is designed to provide practical experiences for students to explore career opportunities in education and classroom teaching. Following an on-campus introduction to American elementary and secondary education, students will participate in observational and practical experiences at in-school settings, serving as a teacher aide and paraprofessional with a selected teacher/mentor. Closely involved in the life of the school and with the teaching staff, students will gain insight into teaching and schooling. Assessment, reading assignments and journals will complement the experience. Prerequisite: Apply through department of education by Oct. 15, priority given to second-year students.
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20.00 Credits
Students study theories of and research into human behavior, growth, and development. Through lectures, discussions, case studies and field experiences, students analyze the impact of applied psychology upon schools, teachers, and students. Students also examine the interaction between individual characteristics and needs and political, economic and philosophical issues confronting contemporary American students. Required 20-hour field experience. Recommended to be taken sophomore year to begin the licensure sequence. Offered both semesters.
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0.00 Credits
In this course students are introduced to the Standards of Effective Practice for Teachers and the Education Department's process for assessing teacher candidates. Through creating an electronic portfolio and building a sample class web page, students learn how to integrate technology into classroom instruction. Students are evaluated on the construction of their portfolio and the quality and style of their web page. This course meets for three evening sessions in a computer laboratory setting. Students are advised to take this course at the same time as Education 290 (Educational Psychology).
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3.00 Credits
Independent Study
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12.00 Credits
This course provides a theoretical and practical foundation for assisting secondary readers. Students learn the essentials of good reading instruction and apply them in the making of a three-week literature unit. Required 10-hour field experience. Prerequisites: Education 290 and 330, or permission of instructor. Offered Spring Semester only.
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