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Course Criteria
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3.00 Credits
This course provides opportunities for students to analyze the sociocultural dimension that impacts the educational process for Native American, African American, Asian American, Hispanic, female and economically disadvantaged students. Students will also examine stereotypes, prejudice, discrimination and differing value systems in an attempt to better understand the social and cultural behaviors and ethnic characteristics of these groups. A major goal of the course will be to provide education with processes for incorporating multicultural education into their own educational environments. In accordance with state certification requirements, there will be a special emphasis on Native Americans within the context of the multicultural framework. Pre-requisite: Admission to Teacher Education. Fall, Spring, Summer.
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3.00 Credits
The course will include identification and characteristics of learning disabilities and related disabilities. A heavy emphasis will be placed on creating and modifying learning environments and adapting instructional strategies to meet the needs of students in inclusion classrooms in elementary and secondary settings. Students will be required to focus upon computer assisted instruction and technological equipment appropriate to the varied learning needs of those with learning disabilities. Fall.
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3.00 Credits
The course will examine the historical perspective of the autism spectrum, etiology, and characteristics associated with the wide range of disorders. Instructional strategies to be studied include: academic skill acquisition, early communication, language acquisition & development, socialization, applied behavior analysis, and challenging behaviors. Instructional opportunities in non-education settings will be explored. Students will conduct research topics and review lesson plans on the internet. Spring.
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3.00 Credits
Cross-listed with PSYC 389. This course is designed to study the historical and philosophical background of special education, characteristics associated with physical disabilities, and other health impairments and/or sensory impairments. Other issues that will be covered include: record documentation; storage of medications; positioning; turning; transferring techniques; legal issues; identification of resources; and advocacy. Students will use internet sources to identify materials, supplies and equipment (e.g., prosthetics; wedges; switches; wheelchairs; lifts) that are available for various impairments. Pre-requisite: None. Fall.
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3.00 Credits
This is an introductory course in identifying students with special needs as outlined in PL 108-446 (i.e., learning disabilities, mental retardation, physical handicaps, other health impairments, sensory impairments, communication disorders, behavioral disorders, autism, and traumatic brain injury) and PL 95-561 (i.e., gifted and talented). Emphasis will be placed upon the inclusion concept, teaming approaches, an overview of assessment techniques, certification requirements, individual education plans, and the use of modifications and adaptations within an inclusive environment in general education classrooms. Pre-requisite: Admission to Teacher Education. Fall, Spring, Summer.
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2.00 Credits
The purpose of this course is to give the student an educational experience in which they will participate in an out-of-class service assignment to gain further understanding of the program content while developing a greater sense of civic responsibility. Consideration for placement will include: specialty area, availability of sites and supervisors and student interest and experience. Fall, Spring. Summer with instructor approval.
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30.00 Credits
This course is designed for students who are earning one or more secondary education majors. The course will include a 30- hour field experience in a regional high school on a Tuesday/Thursday morning for each required secondary methods course. Students will teach the content specific unit that was created in the appropriate secondary methods course. The student performs any other duties delegated. Five observations will be required. An on-campus seminar will be conducted after hours. Topics include: professionalism, extracurricular activities, performance of extra duties, stress management. Fall.
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5.00 Credits
This course is generally the last course the students would take in their education programs. The students would work in any of the following areas which would appear on their transcripts: Kindergarten, elementary, secondary or middle school or any combination thereof. Students who are registered for this course are asked to complete a survey which addresses the diversity of the classroom (and school) to which the students are assigned. For more information, see the section on student teaching found back a few pages. Pre-requisite: Admission to Student Teaching. Co-requisite: EDUC 401. Fall, Spring.
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2.00 Credits
All education majors at Mayville State University are required to complete an electronic portfolio as a requirement for graduation. The process begins in the Education Technology course, EDUC 272, and is monitored in most of the other education courses for which students are registered. The electronic portfolio process has been designed to help students document their mastery of state and national standards while simultaneously facilitating the development of reflective practitioners. Students are to also document within the portfolio their experience with diversity in the classroom. Attendance at scheduled seminars and adherence to submission of materials when requested will be documented. Prerequisite: Admission to Teacher Education. Co-requisite: EDUC 400. Fall, Spring.
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3.00 Credits
Cross-listed with PSYC 422. This course is designed to study how students learn; explore methods of classroom management/discipline strategies, study areas of educational diagnosis and assessment; study the interpretation of standardized tests; review good test writing strategies with practical application and study grading methods and rubrics including electronic grading systems. This course will also address the issues of testing and test interpretation with diverse student populations. Pre-requisites: PSYC 111 and junior standing. Fall, Spring, Summer on demand.
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