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Graduate Catalog 2001-2003
Graduate Catalog 2004-2006 |
Master of Arts in Education (MAED)
Building on a long-standing reputation for providing quality professional development in teacher education, the College of St. Catherine offers a Master of Arts in Education (MAED) with options for both advanced and entry-level studies. Each of the options culminates in an action research project in which students incorporate understandings and experiences in the program to improve their classroom practice. All of the options also seek to prepare students to become ethical, effective leaders in their professions, communities and the world. All licensure programs are fully approved by the Minnesota Board of Teaching.
The College of St. Catherine is in full compliance with Title II regulations and its reporting structure. Based on scores reported for the 2004/2005 reporting period, St. Catherine's institutional pass rate is 96 percent. The statewide pass rate is 91 percent. For more detailed documentation, interested parties should call the Education Department Office at (651) 690-6610. For information on admission to the Master of Arts in Education Program at the College of St. Catherine, interested parties should call (651) 690-8732.
COURSE LIST & DESCRIPTIONS
Please visit Master of Arts in Education Course List
DEGREE REQUIREMENTS
The Master of Arts in Education degree is conferred upon candidates who have met the following requirements:
- completion of required courses
- attainment of a minimum grade point average (GPA) of 3.0 on a 4.0 scale.
PROGRESSION POLICY
In order to remain in good standing in the MAED and/or the Montessori Program, the student must fulfill the following:
- maintain an overall 3.0 grade point average.
- earn a grade of B- or better in each graduate course.
- successfully complete each assignment.
- adhere to the department’s criteria for professional/ethical behavior, integrity, honesty, personal behavior, respect for others and the Minnesota code of ethics for teachers or the AMS code of ethics.
CONDITIONS FOR PROBATION
A student will be placed on probation for one term by the MAED and/or Montessori Program for any of the following reasons:
- lack of attendance and participation (90% attendance is required in the entire program).
- a grade lower than a B- has been earned in any course.
- overall GPA is less than 3.0.
- failure to fulfill the department's criteria for professional/ethical behavior, integrity, honesty, personal behavior, respect for others or violations of the Minnesota code of ethics for teachers or the AMS code of ethics.
- violation of the College's policy on academic integrity (Note: The College of St. Catherine expects all students and faculty to uphold the highest standards of academic integrity. Any act of academic dishonesty threatens the value of all scholastic endeavor.)
- violation of the College's policy on student conduct.
The Admissions & Retention Committee of the MAED and/or Montessori Program will identify the conditions of academic probation in writing. Failure to meet the written conditions for academic probation or to bring the grade point average to 3.0 by the end of the term on probation will result in automatic suspension from the Program under ordinary circumstances.
Under extraordinary circumstances, the student may petition in writing to repeat the course, but may not take the next courses in sequence unless the petition has been approved and the conditions for continuance agreed upon. Decisions regarding petitions will be made by the Admissions & Retention Committee.
REMOVAL FROM PROBATION
A student must complete the next segment of the Program with grades of B- or better. If the student does not qualify for removal from probation but shows significant improvement, the student may be placed on extended probation. At the end of the probationary period the student may be removed from probation, placed on extended probation or dismissed.
In addition, removal from probation will occur when the following program conditions have been met:
- Incomplete, F or other grades below B- converted to B- or better.
- Removal from probation, which had been imposed for violations of the department's criteria for professional/ethical behavior may require action by the Admission & Retention Committee or other College authority. In this case, removal from probation may not always be possible.
CONDITIONS FOR PROGRAM DISMISSAL
Program dismissal will result as a consequence of the following:
- if conditions for removal from probation are not met.
Violations of the department’s criteria for professional/ethical behavior, integrity, academic integrity, honesty, personal behavior, respect for others or violations of the Minnesota code of ethics for teachers or the AMS code of ethics will require special action by the Admissions & Retention Committee or other College authority.
READMISSION TO THE PROGRAM
A student who has discontinued program course work for any reason – academic disqualification or personal reasons – must make application to the director of admissions for readmission.
In addition, readmission to the program will occur when the following conditions have been met:
- readmission has been approved by the program director.
- a reasonable study plan has been made and mutually agreed upon by the student and program director.
Readmission may not be possible after violation(s) of the department’s criteria for professional/ethical behavior, integrity, academic integrity, honesty, personal behavior, respect for others or violations of the Minnesota code of ethics for teachers or the AMS code of ethics. Readmission will require special action by the Admission & Retention Committee or other College authority.YEARS TO COMPLETE THE PROGRAM
The degree program must be completed within seven years beginning with the first course work used in the program.
TRANSFER CREDITS
A maximum of six relevant graduate semester credits or nine relevant graduate quarter credits from another regionally accredited institution(s) may be transferred toward the MAED degree.
MAJOR REQUIREMENTS
INITIAL LICENSURE PROGRAM
The Initial Licensure program options are offered on the St. Paul campus in a weekend format throughout the academic year over a three-year period. Students may select the Elementary option with either a Preprimary or Middle Level Specialty, or they may choose the Secondary (Grades 5-12) or Kindergarten through Grade 12 option.
A number of the courses in the Initial Licensure options have prerequisites and some of the courses must be taken in sequence. After an evaluation of courses previously taken that may transfer and fulfill requirements, the student works with an academic advisor to set up a schedule of classes. If a student needs fewer than 30 credits to complete the licensure program, she or he must take additional education courses to equal a total of 30 credits in the MAED program. To be licensed, students must pass the Praxis I and Praxis II test series, in addition to the required courses for Initial Licensure.
Initial Licensure - Elementary with a Preprimary or Middle Level Specialty
The Initial Licensure -- Elementary option is designed for those with a B.A. or B.S. degree seeking to become licensed elementary K-6 teachers with either a Preprimary or Middle Level Specialty (Communication Arts/Literature, French, Mathematics, Science, Social Studies or Spanish). The program provides professional teacher preparation that qualifies students for a Minnesota teaching license as they earn a Master's Degree. Educational theory is integrated with classroom practice as well as extensive field experiences and a full semester student teaching experience.
Initial Licensure - Secondary (Grades 5-12) or Kindergarten through Grade 12
The Initial Licensure - Secondary option is designed for those with a B.A. or B.S. degree seeking to become licensed secondary (grades 5-12) teachers of Communication Arts/Literature, Chemistry, Family and Consumer Science, Life Science, Mathematics or Social Studies. The kindergarten through grade 12 option is the license for teachers of Dance/Theatre Arts, French, Music, Physical Education, Spanish or Visual Arts.
CURRICULUM
The core courses for students pursuing the Elementary Initial Licensure (regardless of specialty area) are listed below.
COURSES
EDUC 507 Teachers as Leaders for a Changing Society
EDUC 549 School Health and Chemical Health (online)
EDUC 580 General Methods: Elementary
EDUC 701 Methods and Materials in Mathematics
EDUC 703 Methods and Materials in Science
EDUC 705 Methods and Materials in Social Studies
EDUC 754 Relationship Techniques
EDUC 765 Current Issues in Education
EDUC 785 Student Teaching and Seminar: Elementary
Plus the following research courses:
EDUC 665 Introduction to Action Research
EDUC 670 lntegration Seminar
EDUC 890 Action Research Project
Plus the following required prerequisite courses:
INDI 540 Literature for Children
MATH 250 Mathematical Structures
PSYC 100 General Psychology
PSYC 202 Lifespan Developmental Psychology
In addition to the core courses, each student must choose a specialty in either Preprimary or Middle Level education.
PREPRIMARY SPECIALTY COURSES
EDUC 511 Foundations and Theories in Early Childhood Education
EDUC 708 Methods and Materials in Art for Elementary Teachers
EDUC 711 Methods and Materials in Music
EDUC 713 Methods and Materials in Physical Education
EDUC 729 Methods and Materials in Kindergarten Education
EDUC 749 Emerging Arts and Literacy
EDUC 753 Extending Arts and Literacy
EDUC 780 Student Teaching and Seminar: Kindergarten
Additional course to build background knowledge:
FCNS 335 Child in the Family
MIDDLE LEVEL SPECIALTY COURSES
EDUC 708 Methods and Materials in Art for Elementary Teachers
EDUC 711 Methods and Materials in Music
EDUC 713 Methods and Materials in Physical Education
EDUC 750 Methods and Materials in Reading and Language Arts
EDUC 754 Relationship Techniques
EDUC 755 Literacy in the Content Areas
EDUC 765 Current Issues in Education
EDUC 774 Special Methods: Middle School
EDUC 785 Student Teaching and Seminar: Elementary
EDUC 791 Student Teaching and Seminar: Middle School
Students who choose the Middle Level Specialty must select one of the following subject-area specialties. Students should check with their academic advisors for a complete list of specialty-area courses.
Communication Arts/Literature
Mathematics
Science
Social Studies
World Languages and Culture: French
World Languages and Culture: Spanish
SECONDARY (GRADES 5-12)
The education courses for students pursuing the Secondary (Grades 5-12) Initial Licensure are listed below.
EDUC 507 Teachers as Leaders for a Changing Society
EDUC 509 General Methods: K-12, Secondary
EDUC 549 School Health and Chemical Health (online)
EDUC 755 Literacy in the Content Areas
EDUC 765 Current Issues in Education
EDUC 774 Special Methods: Middle School
EDUC 775 Special Methods: Senior High
EDUC 791 Student Teaching and Seminar: Middle School
EDUC 795 Student Teaching and Seminar: Secondary
Plus the following research courses:
EDUC 665 Introduction to Action Research
EDUC 670 lntegration Seminar
EDUC 890 Action Research Project
Plus the following required prerequisite courses:
PSYC 100 General Psychology
PSYC 202 Lifespan Developmental Psychology
Secondary education (Grades 5-12) Initial Licensure students must also complete courses in one of the majors listed below. Each student should design an individual program with her or his major field advisor in the content area to determine requirements for her or his major. The State of Minnesota does not license teachers in theology. Therefore, a student who selects theology must have an additional major if she/he wants to obtain a teaching license.
Communication Arts/Literature
Chemistry
Family & Consumer Science
Life Science
Mathematics
Social Studies
KINDERGARTEN THROUGH GRADE 12
The education courses for students pursuing the Kindergarten through Grade 12 Initial Licensure are listed below:
EDUC 507 Teachers as Leaders for a Changing Society
EDUC 509 General Methods: K-12, Secondary
EDUC 549 School Health and Chemical Health (online)
EDUC 755 Literacy in the Content Areas
EDUC 765 Current Issues in Education
Plus the following research courses:
EDUC 665 Introduction to Action Research
EDUC 670 lntegration Seminar
EDUC 890 Action Research Project
Plus the following required prerequisite courses:
PSYC 100 General Psychology
PSYC 202 Lifespan Developmental Psychology
Kindergarten through Grade 12 Initial Licensure students must also complete courses in one of the specialty areas listed below:
Music
MUS 223 Introduction to Music & Related Careers
EDUC/MUS 315 Choral Conducting I
MUS 316/317 Choral/Instrumental Conducting II (316 for choral teachers; 317 for instrumental teachers)
EDUC 323 Teaching Music in the Elementary School I
MUS 426 Teaching Music in the Elementary School II
EDUC 776 Special Methods: Grades 7 - 12 Teaching of Music
EDUC 787 Student Teaching and Seminar in Music: Secondary
EDUC 788 Student Teaching and Seminar in Music: Elementary
Physical Education
EXSS 305 Teaching Elementary Physical Education
EDUC 776 Special Methods: Grades 7-12 Teaching of Physical Education
EDUC 784 Student Teaching & Seminar in Physical Education: Elementary
EDUC 786 Student Teaching & Seminar in Physical Education: Secondary
Visual Arts
EDUC 725 Focus Studies in Elementary Art Education
EDUC 776 Special Methods: Grades 7 - 12 Teaching of Art
EDUC 789 Student Teaching and Seminar in Art: Secondary
EDUC 790 Student Teaching and Seminar in Art: Elementary
World Languages and Culture: French/Spanish
EDUC 767 Methods & Materials in Foreign Language at the Elementary School
EDUC 776 Special Methods: Grades 7-12 Teaching of World Languages
EDUC 792 Student Teaching & Seminar in World Languages & Culture: Elementary
EDUC 793 Student Teaching & Seminar in World Languages & Culture: Secondary
Dance/Theatre Arts
EDUC 774 Special Methods: Middle School Teaching of Dance/Theatre Arts
EDUC 776 Special Methods: Grades 7 - 12 Teaching of Dance/Theatre Arts
EDUC 796 Student Teaching & Seminar in Dance/Theatre Arts: Elementary
EDUC 797 Student Teaching & Seminar in Dance/Theatre Arts: Secondary
CERTIFICATE PROGRAMS (Additional Endorsement Program)
Teachers who already hold a valid Minnesota teaching license can add an area of endorsement by working closely with the graduate program director to create a personalized certificate program. Endorsements are available in all areas of licensure. Interested candidates must satisfy the customary graduate admission criteria and processes. After a review of the candidate's transcripts and other relevant experiences, the graduate program director, with the candidate, will create a certificate plan. Additional Praxis II testing may be needed as required by law.
CURRICULUM AND INSTRUCTION PROGRAM
The course content in this blended technologies program is presented to students through multi-learning modalities, such as on-campus experiences, interactions with a study team and faculty facilitators, classroom applications and required readings. The curriculum is based upon a framework that provides for the professional growth of the teacher practitioner.
CURRICULUM
The Curriculum and Instruction program requires 30 semester hours of course work for completion. Since each course is designed to build upon previously learned information and skills, courses must be taken sequentially; each course is a prerequisite for the next. The courses are listed below in the order in which they are completed.
EDUC 600D The Teacher in the Classroom
EDUC 642D Integrating Technology into the Classroom
EDUC 643D Teaching and Learning in an Academically Diverse Classroom
EDUC 652D Alternative Assessment Models
EDUC 665D Action Research
EDUC 891D Action Research Project
EDUC XXXD VESi Elective*
EDUC 670D Integration Seminar
EDUC 892D Action Research Project
EDUC XXXD Teacher as Educational Leader
*a minimum of 3 credits to be chosen from the following list of courses:
ATTENTION DEFICIT DISORDER:
Information and Interventions for Effective Teaching (2 credits)
Participants increase their knowledge and understanding of ADD and learn intervention strategies to help minimize academic problems and distracting or defeating behaviors. They increase their ability to identify students who may have the disorder, learn about various treatment methods and increase their knowledge of the referral process. The course provides resources for teachers and parents who would like more help or information about ADD or ADHD.
VIOLENCE IN SCHOOLS:
Identification, Prevention, and Intervention Strategies (2 credits)
This course provides a foundational understanding of violence and the motivational purposes behind aggression. Participants learn to identify factors contributing to violent behaviors, assess classroom climate and make necessary adjustments to increase safety, including creating an action plan for school safety. After successfully completing this course, participants have a better understanding of the correlation and impact of the media, community and family on violence, and possess specific strategies for minimizing the occurrence of violence in their classroom and optimizing safety in school.
LEARNING DISABILITIES:
Practical Information for Classroom Teachers (3 credits)
This course describes the theoretical approaches to handling learning disabilities in the classroom and lays the foundation for sensitive, appropriate assessment and evaluation of students. Participants learn program planning and implementation, increase their understanding of the importance of a close, positive partnership with parents (and other caregivers), and learn methods for ensuring that the home-school axis is effective, meaningful and mutually beneficial. The course also explores major trends and unresolved issues in the field of learning disabilities.
DRUGS AND ALCOHOL IN SCHOOLS:
Understanding Substance Use and Abuse (2 credits)
This course provides a contextual framework for understanding what students may be experiencing either through their own substance use or through the substance use of people close to them. The course provides a historical perspective of substance use, along with biological, psychological and social factors that comprise the disease of addiction. Participants gain a more comprehensive understanding of alcohol and drugs, and their influence in the classroom.
AUTISM AND ASPERGER'S DISORDER:
Information and Effective Intervention Strategies (2 credits)
This course provides a clear picture of the characteristics that define autism and Asperger’s Disorder, including associated learning styles and communication weaknesses. Participants learn to identify students with these disorders, as well as what can be done to enhance more appropriate behaviors. The course provides in-depth information about intervention strategies that have proven to be successful when working with students with autism spectrum disorders. A list of resources for teachers and parents who would like more help or information about these disorders is included in this course.
TALENTED AND GIFTED EDUCATION:
Working with High Achievers (2 credits)
This course provides a foundation in talented and gifted education. Participants learn how to identify and serve TAG students through a program based on current research and common practice. Topics covered in this course include: characteristics and needs of TAG students, assessment options, programs and services models, and options for curriculum modification. Participants achieve a greater understanding of the social and emotional needs of TAG students and learn how to communicate effectively with the parents of gifted children.
FUNCTIONAL ANALYSIS:
Introduction to Completing Behavior Assessments (2 credits)
Participants achieve a better understanding of Functional Behavior Assessment (FBA) and Positive Behavior Support (PBS), and learn strategies they can use to facilitate positive student behavior. This course is particularly useful for educators who work with students with disabilities. The course includes an overview of the assessment procedures used to conduct FBAs and describes the procedures and treatment packages that can be implemented based on the results of functional analyses. Particular emphasis is placed on reinforcement-based interventions.
UNDERSTANDING AGGRESSION:
Coping with Aggressive Behavior in the Classroom (3 credits)
This course includes topics on violence, aggression in the classroom, youth gangs, aggression in sports and on television, how drugs and alcohol play a role in aggression and violence, and "hot spots" that tend to breed aggression and violence. The course helps school personnel become more aware of the causes of aggression and ways to evaluate aggression and intervene before the aggression turns to violence in the schools. The course also speaks about aggression in our communities through driving, dating, sports, television, music and how these issues are dealt with in modern society.
CHILD ABUSE:
Working with Abused and Neglected Children (2 credits)
Participants learn to recognize the signs of physical abuse, emotional abuse, sexual abuse, physical neglect and emotional neglect in students. They discuss the specific factors that exist in families who abuse or neglect their children. A major emphasis in this course is on helping the participant understand the special learning needs of the abused or neglected child and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.
BEHAVIOR IS LANGUAGE:
Strategies for Managing Disruptive Behavior (3 credits)
Behavior is LanguageŽ, an interactive computer-based instruction (CBI) course, is designed to give a new perspective on student behavior and effective tools for facilitating positive student change. Behavior is Language provides a developmental framework for understanding what students are trying to communicate through the "language" of their behavior. The course teaches behavioral techniques and intervention strategies that remediate disruptive behaviors and reduce power struggles while increasing classroom control, and reduce instructor workloads and burnout. This program helps instructors, as well as students, find creative, effective solutions to behavioral problems.
TRAUMATIZED CHILD:
The Effects of Stress, Trauma and Violence on Student Learning (2 credits)
This is an interactive computer-based instruction (CBI) course, designed to help identify and effectively teach students affected by stress, trauma and/or violence. This course teaches the instructor to recognize the signs of stress, trauma or violence in students. It also discusses the specific factors that exist in families and communities where stress and violence are common. A major emphasis in this course is on helping the participant understand the special learning needs of the student who is experiencing stress, trauma or violence in his/her life and how to meet his/her needs in the regular classroom. Working with parents and community agencies is also emphasized.
ADVANCED CLASSROOM MANAGEMENT:
Children as Change Agents (2 credits)
This course is geared primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologist, counselors) serving children and youths presenting behavior problems in the school or community. This course focuses on cognitive and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior. Since previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required, it is strongly recommended that an introductory behavior management course that covers the basic terms and concepts of behavior management be taken prior to this course.
MONTESSORI PROGRAM
Montessori education is based on a holistic philosophy with applications relating to children, communities, families, curriculum, learning materials and environments. The Montessori graduate education program offers seven curricular options, three in Early Childhood Education and four in Elementary Education.
Montessori Early Childhood Credential
(22 semester credits)
This option is for students who are seeking an American Montessori Society Early Childhood Credential only, not a degree or license. The courses may be applied to the MAED degree with Early Childhood Credential if the student later decides to pursue that option. This option takes one year to complete.
Master of Arts in Education with Montessori Early Childhood Credential
(32 semester credits)
This program leads to an American Montessori Society Early Childhood Credential (for ages 2 1/2 - 6) and the MAED, but not to a state teaching license. It is designed to be completed in two years.
Master of Arts in Education with Montessori Early Childhood Credential and Initial Licensure
(46 semester credits plus prerequisites)
This program leads to the MAED, an American Montessori Society Early Childhood Credential (for ages 2 1/2 - 6) and an initial state license to teach Early Childhood. The program is designed to be completed in two years. Students must pass the Praxis I and Praxis II tests before they begin teaching. (Pending approval of the Minnesota Board of Teaching.)
CURRICULUM
The following courses must be taken for all three Early Childhood options. No additional courses are needed for the Early Childhood Credential only. The additional courses required for the other two Early Childhood options are listed after the core courses.
CORE EARLY CHILDHOOD COURSES
EDUC 510 Early Childhood Practical Life
EDUC 515 Early Childhood Sensorial Education
EDUC 522 Early Childhood Music and Movement
EDUC 526 Early Childhood Art
EDUC 527 Early Childhood Science
EDUC 536 Early Childhood Mathematics
EDUC 537 Early Childhood Language Arts and Reading
EDUC 538 Early Childhood Social Studies
EDUC 562 Early Childhood Student Teaching Practicum I
EDUC 563 Early Childhood Student Teaching Practicum II
EDUC 564 Early Childhood Student Teaching Practicum III
EDUC 571 Early Childhood Projects I
EDUC 572 Early Childhood Projects II
EDUC 573 Early Childhood Projects III
EDUC 614 Foundations and Theories of Montessori Education
Additional courses required for MAED with Montessori Early Childhood Credential:
EDUC 511 Foundations of Early Childhood Education
EDUC 665 Introduction to Action Research
EDUC 670 lntegration Seminar
EDUC 890 Action Research Project
INDI 540 Literature for Children
Additional courses required for MAED with Montessori Early Childhood Credential and Initial Licensure: (Pending approval of the Minnesota Board of Teaching)
FCNS 335 Child in the Family
INDI 540 Literature for Children
EDUC 507 Teachers as Leaders for a Changing Society
EDUC 511 Foundations of Early Childhood Education
EDUC 519 Methods and Materials in Elementary Social Studies & Practical Life
EDUC 529 Methods and Materials in Elementary Music and Movement
EDUC 542 Methods and Materials in Elementary Art
EDUC 544 Methods and Materials in Elementary Mathematics I
EDUC 547 Methods and Materials in Elementary Biology I
EDUC 549 School Health and Chemical Health
EDUC 554 Methods and Materials in Elementary Language Arts and Reading I
EDUC 581 Lower Elementary Student Teaching Practicum I
EDUC 665 Introduction to Action Research
EDUC 670 lntegration Seminar
EDUC 720 Infants and Toddlers
EDUC 890 Action Research Project
Required supporting courses for this option:
PSYC 100 General Psychology
PSYC 202 Lifespan Developmental Psychology
Montessori Elementary Credential
(30-31 semester credits)
This option is for students who are seeking an American Montessori Society Elementary Credential (ages 6-12) only, not a degree or state license. The courses may be applied to the MAED degree with Elementary Credential (with or without initial licensure) if the student later decides to pursue that option. This option can be completed in two years.
Master of Arts in Education with Montessori Elementary Credential
(36-37 semester credits)
This option prepares those with a B.A. or a B.S. degree to teach in a Montessori school setting. It leads to an American Montessori Society Elementary Credential (for ages 6-12) and the MAED, but not to a state teaching license. This option can be completed in two years.
Master of Arts in Education with Montessori Elementary Credential and Initial Licensure - Elementary Education with Preprimary Specialty (65 semester credits plus prerequisites)
This option leads to an American Montessori Society Elementary Credential (ages 6-12), the MAED and Initial State Licensure in Elementary Education with Preprimary Specialty (age 3 - grade 6). This option can be completed in three years. Students must pass the Praxis I and Praxis II tests before they begin teaching.
Master of Arts in Education with Montessori Elementary Credential and Initial Licensure - Elementary Education with Middle Level Specialty (50 semester credits plus completion of middle school specialty and prerequisites)
This option leads to an American Montessori Society Elementary Credential (ages 6-12), the MAED and Initial Licensure in Elementary Education with Middle Level Specialty (grades K-8). This option can be completed in three years. Students must pass the Praxis I and Praxis II tests before they begin teaching.
CURRICULUM
The following courses must be taken for all four Elementary Education options. No additional courses are needed for the Elementary Credential only. The additional courses required for the other three Elementary Education options are listed after the core courses.
CORE ELEMENTARY COURSES
EDUC 519 Methods & Materials in Elementary Social Studies and Practical Life
EDUC 529 Methods & Materials in Elementary Music and Movement
EDUC 542 Methods & Materials in Elementary Art
EDUC 544 Methods & Materials in Elementary Mathematics I
EDUC 547 Methods & Materials in Elementary Biology I
EDUC 554 Methods &Materials in Elementary Language Arts and Reading I
EDUC 584 Elementary Seminars and Projects I
EDUC 586 Elementary Seminars and Projects II
EDUC 588 Elementary Seminars and Projects III
EDUC 614 Foundations and Theories of Montessori Education
EDUC 619 Methods & Materials in Elementary Social Studies II
EDUC 644 Methods & Materials in Elementary Mathematics II
EDUC 647 Methods & Materials in Elementary Biology and Science II
EDUC 654 Methods & Materials in Elementary Language Arts & Reading II
EDUC 657 Elementary Student Teaching Practicum and Seminars I
EDUC 658 Elementary Student Teaching Practicum and Seminars II
EDUC 659 Elementary Student Teaching Practicum and Seminars III
*The core Montessori Elementary program courses equal 30 credits. Students in the Montessori Elementary program who do not already possess a Montessori credential for the Early Childhood age range also must take this one-credit preliminary course before beginning their studies.
Additional courses required for MAED with Montessori Elementary Credential:
EDUC 665 Introduction to Action Research
EDUC 670 lntegration Seminar
EDUC 890 Action Research Project
Additional courses required for MAED with Montessori Elementary Credential and Initial Licensure - Elementary Education with Preprimary Specialty:
FCNS 335 Child in the Family
INDI 540 Literature for Children
EDUC 507 Teachers as Leaders for a Changing Society
EDUC 510 Early Childhood Practical Life
EDUC 515 Early Childhood Sensorial Education
EDUC 522 Early Childhood Music and Movement
EDUC 526 Early Childhood Art
EDUC 527 Early Childhood Science
EDUC 536 Early Childhood Mathematics
EDUC 537 Early Childhood Language Arts and Reading
EDUC 538 Early Childhood Social Studies
EDUC 549 School Health and Chemical Health
EDUC 562 Early Childhood Student Teaching Practicum I
EDUC 665 Introduction to Action Research
EDUC 670 lntegration Seminar
EDUC 754 Relationship Techniques
EDUC 890 Action Research Project
Plus the following required prerequisite courses:
PSYC 100 General Psychology
PSYC 202 Lifespan Developmental Psychology
Additional courses required for MAED with Montessori Elementary Credential and Initial Licensure - Elementary Education with Middle School Specialty:
INDI 540 Literature for Children
EDUC 549 School Health and Chemical Health
EDUC 507 Teachers as Leaders for a Changing Society
EDUC 665 Introduction to Action Research
EDUC 670 lntegration Seminar
EDUC 754 Relationship Techniques
EDUC 755 Literacy in the Content Areas
EDUC 774 Special Methods: Middle School
EDUC 890 Action Research Project
Plus the following required prerequisite courses:
PSYC 100 General Psychology
PSYC 202 Lifespan Developmental Psychology
Plus Middle School Specialty courses:
These must include 24 - 28 credits in one of the following specialty areas (students should contact their academic advisor for a complete list of courses associated with each specialty area):
Communication Arts/Literature
Mathematics
Science
Social Studies
World Languages and Culture: French
World Languages and Culture: Spanish
SCHOOL LIBRARY MEDIA CERTIFICATE
The College of St. Catherine offers a Master of Library and Information Science (MLIS) degree program that also fulfills the requirement for the Minnesota School Library Media Specialist license. See MLIS section of this catalog for more information about this degree option.
FACULTY
Irene Bornhorst, Assistant Professor of Education/Montessori. B.A., Mount St. Mary's College; M.A., University of St. Thomas.
Linda Distad, Associate Dean, Education Programs. B.A., The College of St. Catherine; M.Ed., University of Minnesota; Ed.D., University of St. Thomas.
Michael Dorer, Assistant Professor of Education and Director of the Center for Contemporary Montessori Programs. B.S., College of St. Teresa; M.A., St. Mary's University.
Jean Dummer, CSJ, Professor of Education. B.A., The College of St. Catherine; M.A., Catholic University of America; Ph.D., University of Nebraska.
Bonnie Fisher, Associate Professor of Education. B.A., Hamline University; M.A., University of St. Thomas; Ph.D., University of Minnesota.
Kathleen Furlong, Assistant Professor of Education. B.A., Kearney State College; M.A., Mankato State University.
Susan Goetz, Associate Professor of Education and Director, MAED via Distance Learning. B.A., Purdue University; M.A., Ed.D., University of Michigan.
Jeri Grant-Miller, Assistant Professor of Education/Montessori. B.A., Metropolitan State University; M.A., St. Mary's University of MN.
Diane Heacox, Associate Professor of Education. B.S., St. Cloud State University; M.A., Ed.D., University of St. Thomas.
Helen Howell, Assistant Professor of Education. B.A., The College of St. Catherine; M.Ed., University of Minnesota.
Carol Klein, Adjunct Professor of Education. B.A., State College of Iowa; M.Ed., University of St. Thomas; Ph.D., University of Minnesota.
Jill Long, Assistant Professor of Education. B.A., College of St. Scholastica; M.A., University of St. Thomas.
Lori Maxfield, Assistant Professor of Education. B.S., M.Ed., University of Nebraska-Lincoln; Ph.D., University of Connecticut.
Anthony Murphy, Assistant Professor of Education. B.Sc., M.Sc., Thomond College of Education, Ireland; Ph.D., Ohio State University.
Bernadette Newton, CSJ, Adjunct Professor of Education. B.A., The College of St. Catherine; M.A., University of Minnesota; Advanced Certification in Elementary Language Arts.
Beverly Schuler, Assistant Professor of Education. B.A., Mount St. Mary's College; M.S., Mankato State University; Ed.D., Nova Southeastern University of Fort Lauderdale.
Carol Sorenson, Adjunct Professor of Education. B.S., M.Ed., Macalester College; Ph.D., University of Minnesota.
Marlene Stover, Associate Professor of Music. B.M.E., Indiana University; M.S., St. Francis College; Ed.D., Texas A&M University.
Barbara Thompson, Adjunct Professor of Education and Placement Coordinator. B.A., The College of St. Catherine; M.A., Hamline University.
Kenneth Vos, Professor of Education. A.B.Ed., Calvin College; M.A., Ph.D., University of Minnesota.
This page was created on 06/23/2004 and last updated on 06/11/2008.
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