EDUC 139, 239, 339, 439 Special Topics
EDUC 185 First-Year Seminar
Seminars for first-year students offered each January Term.
EDUC 215 Clinical Experience I in the Schools
Student works as an observer-aide under a teacher in a public/private area school. Concentrated instruction in preparation for these duties plus seminars that accompany the experience. Seminars include the following topics: ethics, professionalism, an introduction to program competencies; and dispositions, including reflective practice. Students taking this course in January must complete application materials in the education department by October 1 of the previous semester. Prerequisite: sophomore standing. First-year students are to enroll in EDUC 185 (first-year seminar) offered during January Term.
EDUC 217 Introduction to Music Education
An introduction to the music education program at Luther College, the course aims to examine the ways in which the competencies and dispositions for music teaching will be developed. Students will learn fundamentals of instructional planning. Students will converse with school music educators, and examine their own experiences as music learners to being framing their teacher identity. Students will begin a teaching portfolio. Prerequisites: MUS 121, 121L, EDUC 185/215.
EDUC 220 Introduction to Education and the Psychology of Learning
This course is an introduction to the field of education and to educational psychology. One of the central concerns of every society, education involves the study of human growth and development, especially in the context of schooling. Students will encounter research into how humans learn, how learning environments are structured, and how underlying social assumptions intersect with learning theories. The course will explore such topics as socialization, teacher/student interaction, social and cognitive learning theories, testing and assessment, and ethics and the school. Prerequisite: EDUC 185 or sophomore standing. (HBSSM)
EDUC 221 The Diverse and Exceptional Learner
This course introduces students to learner differences as they are related to culture, ethnicity, language, disability, gender, and socioeconomic status. Students will explore how these factors influence individual educational performance, experience, and development in the institution of the school. With a major emphasis on human intergroup relations in a pluralistic society, the course will also introduce students to significant legislation, models of service delivery, and instructional modifications. Prerequisite: EDUC 185 or sophomore standing. (HB)
EDUC 222 Instructional Strategies with Computer Applications K–6:
This course examines the use of behavioral objectives, lesson planning, testing, evaluation, classroom management, instructional techniques, learning theory applications, and instructional media in elementary education. Course objectives are achieved through writing instruction and practice using conventional writing tools and computer applications. Prerequisites: EDUC 185/215 and sophomore standing. It is recommended that the student have completed EDUC 220 and EDUC 221 or be taking EDUC 220 and/or EDUC 221 while taking EDUC 222.
EDUC 223 Children’s Literature
This course introduces the study of children's literature including promoting child development through literature and analyses of books in each genre. Prerequisites: EDUC 185/215, EDUC 220, and sophomore standing.
EDUC 240 Home, School, and Community
This pre-K to 12 course examines the dynamic relationship between families, school, and the community. Evaluation, legal aspects, and services to preschool students with disabilities including the Individualized Family Service Plan (IFSP) will be explored. The course offers continued focus on collaborative team efforts and the importance of establishing strong links between home, school, and other service providers so the learning experiences of students from preschool through transition to the adult life are maximized. Prerequisites: EDUC 185/215 or sophomore standing.
EDUC 242 Introduction to Learning Disabilities and Behavioral Issues
This K12 introductory course includes a historical perspective to the field of learning disabilities and behavioral issues, characteristics and etiology, definitions and identification procedures, conceptual orientations, treatment and intervention, impact of the disability throughout the lifespan on the individual and family, and current trends and issues. Required of all students seeking the Instructional Strategies II endorsement. Prerequisites: EDUC 185/215 or sophomore standing.
EDUC 245 Career/Vocational Assessment and Instructional Planning
This K12 course covers the assessment of career/vocational skills and interests, aspects of the Individuals with Disabilities Educational Act (IDEA) which specifically address transition, transition meetings, Individualized Education Programs (IEP), community-based instruction, and the school/community services and service providers who would be involved in student transition. Required of all students seeking the Instructional Strategies II endorsement. Prerequisites: EDUC 185/215 or sophomore standing.
EDUC 246 Classroom Management and Collaboration
A K12 course in individual behavior management, behavioral change strategies and classroom management for working with elementary and secondary students in special education. Methods and strategies for consulting and collaborating with parents, paraprofessionals, classroom teachers, support service personnel, and other individuals involved in the education program will be covered. Required for all students desiring approval for the Instructional Strategist II endorsement. Prerequisite: EDUC 185/215 or sophomore standing.
EDUC 252 Introduction to Middle and High School 5–12 Methods
An introduction to the general methods of secondary teaching. Such topics as objectives, planning, testing, evaluation, classroom management, instructional techniques, educational technology, media, and the inclusion of special education students in the regular classroom will be considered. Should be taken as close to EDUC 352 as possible. Required for certification in health. Not required of art, physical education, and music majors. Prerequisites: EDUC 185/215 and sophomore standing. It is recommended that the student have completed EDUC 220 and 221 or be taking EDUC 220 and/or 221 while taking EDUC 252.
EDUC 255 Percussion Methods
Methods and materials of teaching percussion instruments to elementary and secondary students. Includes knowledge of and proficiency with percussion instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
EDUC 260 Brass Methods
Methods and materials of teaching brass instruments to elementary and secondary students. Includes knowledge of and proficiency on brass instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
EDUC 265 Double Reed Methods
Methods and materials of teaching double reed instruments to elementary and secondary students. Includes knowledge of and proficiency on double reed instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
EDUC 270 String Methods
Methods and materials of teaching bowed string instruments (violin, viola, cello, and double bass) to elementary and secondary students. Includes knowledge of and proficiency on string instruments, pedagogy, materials, assessment and grading for individual and small group studio lessons. Required for instrumental music licensure.
EDUC 275 Flute, Clarinet, and Saxophone Methods
Methods and materials of teaching these instruments to elementary and secondary students. Includes knowledge of and proficiency on these instruments, pedagogy, materials, assessment, and grading for individual and small group studio lessons. Required for instrumental music licensure.
EDUC 278 Content Area Reading, Middle School/Secondary
Introduction to the teaching of reading in content areas for secondary teachers: procedures used in recognizing content area reading problems, improving reading by developing literacy strategies in reading, writing, speaking, and listening. Required for all students seeking secondary school licensure and students seeking health certification. Students seeking licensure in WI or MN also need to take a practicum. Prerequisite: EDUC 185, 215, or 217, sophomore standing.
EDUC 285/295 Directed Study
2, 4 hours
An opportunity to pursue individualized or experiential learning with a faculty member, at the sophomore level or above , either within or outside the major. EDUC 285 can be taken only during January term, EDUC 295 can be taken during the fall, spring, or summer terms.
NOTE: Admission to TEP, including the completion of the following courses and the introductory portfolio, is required for all courses at or above the 300-level:
• EDUC 185 or EDUC 215
• EDUC 220
• EDUC 221
• EDUC 217 or EDUC 222 or EDUC 252
EDUC 320 Introduction to Reading
Based on a synthesis of research identifying characteristics of highly effective reading teachers, this course focuses on five pillars of effective reading instruction: teacher knowledge, classroom assessment, effective practice, differentiating instruction, and family/community connections. Special attention is paid to language acquisition, phonics and word identification, fluency, vocabulary, comprehension and reading assessment. This course may be used to meet the reading requirement for Wisconsin certification. Fall enrollment is recommended for those seeking reading endorsement certification.
EDUC 321 Clinical Experience II: Literacy in Elementary/Middle School
As a part of the elementary/middle school education sequence the student observes and teaches small and large groups of students in a classroom in the area of literacy. During the clinical experience the student develops and teaches a unit that documents the planning, teaching, assessment and reflection of literacy protocols. This course is corequisite with Education 322 and is based in a public or private school for three weeks. Prerequisite: EDUC 326.
EDUC 322 Clinical Experience II: Mathematics in Elementary/Middle School
As a part of the elementary education methods sequence the student observes and teaches small and large groups of students in an elementary/middle school classroom. During the clinical experience, the student develops and teaches a unit that documents planning, teaching, assessment and reflection protocols in the area of mathematics. This course is corequisite with Education 321 and is based in a public or private school for three weeks. Prerequisite: EDUC 325.
EDUC 323 Teaching Methods for English Language Learners
Basic introduction to historical and contemporary theories and methods of English as a second language instruction with an emphasis on methodologies for teaching reading, writing, listening and speaking with pronunciation skills within the context of content areas grounded in academic and social/cultural language goals.
EDUC 324 Assessment for English Language Learners
This K12 course is an introduction to assessment for English language learners including formal and informal tools, interpretation of assessment data, use of data to inform instruction, and the fundamental technical aspects of assessment. Prerequisite: EDUC 323.
EDUC 325 Elementary Mathematics Methods
This course is an introduction to the pedagogy and curriculum of a NCTM standards-based mathematics program in the elementary/middle school. Using the content strands of statistics/probability, data analysis and number operations, the course includes planning, teaching, assessment, diagnosis and evaluation of student learning in mathematics. This course will present current best-practice, research-based instructional methods in mathematical processes, the use of technology in teaching/student learning and classroom management as it applies to mathematics. Co-requisites: MATH 123, EDUC 326.
EDUC 326 Elementary Language Arts Methods
This course is an introduction to oral and written communication for the 21st century, the curriculum and pedagogy of a language arts program based on standards established by the International Reading Association and the National Council of Teachers of English, and the eight components of the language arts in the elementary classroom. It will include integration of the language arts (to include reading/literature, writing/grammar, speaking, viewing, listening and spelling), the use of technology in teaching language arts, and classroom management as it applies to language arts instruction. The course utilizes a comprehensive approach that examines language acquisition and development. It is also the writing-intensive course in the major. Co-requisites: EDUC 325, MATH 123. (W)
EDUC 328 Elementary Social Studies Methods
This course is an introduction to curriculum and pedagogy for social studies instruction based on the National Council of Social Studies Standards. Ten thematic strands frame the instructional planning for elementary and middle level curriculum. Students develop competencies in specific social studies related skills and become aware of current directions in elementary social studies including instructional technology. This course is designed to assist pre-service teachers in developing appropriate tools for teaching social studies using an interdisciplinary approach. Prerequisites: EDUC 325, 326. Co-requisite: EDUC 329.
EDUC 329 Elementary Science Methods
This course is an introduction to the curriculum and pedagogy of a standards-based science program in the elementary school. This course includes hands-on opportunities with the activities that support the inquiry of science as practiced in the elementary school classroom. Prerequisites: EDUC 325, 326. Co-requisite: EDUC 328.
EDUC 330 Introduction to Early Childhood Education
This course is an introduction to early childhood education: the history of the field; educational philosophies for the pre-kindergarten/kindergarten learner; and developmentally appropriate curriculum in language arts, sciences, social sciences, and mathematics. Also included are assessment, and parent involvement programs. Recommended for all elementary education majors and required for all students for certification in kindergarten and early childhood education.
EDUC 331 Early Childhood Education II
A review of the current research on curricular models, materials, and methodology in early childhood education. Particular attention given to research translation and implementation for working with infants and toddlers. Prerequisite: EDUC 330.
EDUC 332 The Middle School Learner
Focuses on the growth and development of the middle school aged student, specifically addressing emotional, physical, social, and cognitive developmental characteristics. A particular emphasis placed on how these factors relate to success in the school setting and how teachers accommodate the learning characteristics of the middle school student.
EDUC 333 Middle School Methods
This course explores the cognitive and social development of early adolescents. The unique organization structures of middle schools are examined. Methods of teaching designed to meet the diverse needs of middle school students are emphasized. Includes a required practicum in the schools. Prerequisite: EDUC 332.
EDUC 344 Methods and Strategies for Teaching Students with Learning Disabilities and Behavioral Issues
This course provides an exploration of the various methods, techniques, and materials that are used in the education of students who have learning disabilities and behavioral issues in a variety of different settings including the general education classroom. Methods and materials for instruction in mathematics, reading, written language, spoken language, social skills, listening skills, organizational skills, and skills to enhance life/career choices will be addressed. Must be taken during the junior-level methods course sequence. Required of all students seeking the Instructional Strategies II endorsement. Prerequisites: EDUC 242, 366 or (321 and 322), junior standing.
EDUC 347 Assessment in Special and Remedial Education
This K12 course is an introduction to the assessment process using specific protocols for formal assessment, special education legal guidelines concerning assessment, interpretation of assessment data, the use of such data in instructional planning and basic technical aspects of assessment. There is a significant emphasis on literacy skill evaluation, and this course is required of all students seeking the Instructional Strategist II: behavior disorders/learning disabilities and/or reading endorsement. Prerequisite: junior standing.
EDUC 352 Advanced Teaching Methods: Secondary
Advanced study of secondary teaching methods for students seeking licensure in art, English, mathematics, science, and social science. Study of special methods used to teach the individual's major subject area. Teaching methods and professional participation in one's academic discipline will be covered, as well as inclusion of special education students in a regular classroom and applications of technology. Must be taken prior to professional semester. Required for certification in art, English, mathematics, science, and social sciences. Not required of health, physical education, and music majors. Prerequisite: EDUC 252.
EDUC 353 Advanced Methods—World Languages K–12
Advanced study of K12 teaching methods for students seeking licensure in foreign languages. Teaching methods and professional participation in the language classroom will be covered, as well as inclusion of special education students in a regular classroom and applications of technology. World language methods prepares teachers for language instruction in kindergarten through high-school classrooms. World languages prepares teachers for language instruction in kindergarten through high-school classrooms. Must be taken prior to professional semester.
EDUC 360 Foundations of Music Education
Designed to develop a philosophy of music education, concepts of program development, and current approaches to music teaching. Role of technology, rehearsal and lesson planning, assessment, and curriculum will be emphasized. Required for music education licensure.
EDUC 361 Clinical Experiences in Music Education
This 100-hour clinical practicum follows Education 360. Students work under the direction of a cooperating teacher and plan, teach, rehearse, and reflect on the teaching of music in a vocal/orchestra/band program at the elementary, middle/high school level. Course objectives are formulated from the core competencies of the teacher education program at Luther College. Prerequisite: MUS 250.
EDUC 366 Advanced Methods Clinical Placement
As a part of the secondary education methods course sequence, the student observes and teaches small and large groups of students in a public/private school classroom in the discipline. During the three-week practicum, the student develops and teaches a unit to document planning, teaching, assessment, and reflection protocols. Note: Taken during the January Term, this course would meet the January II general graduation requirement, and if placed in a middle school classroom would meet the clinical requirement for the middle school endorsement. Prerequisite: EDUC 352 or 353, PE 343 or HLTH 343.
EDUC 367 Advanced Teaching Methods II
Continued study of advanced teaching methods for students seeking licensure in English, K12 world languages, mathematics, science, social science, and health/physical education with special emphasis on analysis of best practice, methodological research and curriculum design within the respective content area. This course builds on the content of EDUC 352 and the clinical appointment in EDUC 366 and must be taken prior to EDUC 486. Prerequisite: EDUC 366.
EDUC 376 Advanced Literacy: Assessment and Instructional Design for At Risk Readers
This course will present constructs and protocols for the assessment, diagnosis, and evaluation of student learning and literacy skills in the elementary/middle school classroom. The course explores the developmental nature of the exceptional reader, including underachieving and gifted students. It also examines: current research on learner characteristics, instructional approaches and best-practices in classroom assessment of reading skills, both formal and informal. Prerequisite: EDUC 320.
EDUC 378 Content Area Reading, Elementary/Middle School
Introduction to the teaching of reading in content areas for elementary, middle school, high school, and K12 teachers in music, art, PE, health, and ESL: assessment in content area reading; improving content area literacy by developing strategies in reading, writing, speaking, and listening. Required for elementary reading endorsement and ESL endorsement. Prerequisite: sophomore standing.
This course has an additional 1-semester hour practicum component that is mandatory of elementary education majors. Students seeking K12 licensure in art, music, or PE must take the practicum if seeking licensure in MN or WI. If you are an elementary education major pursuing a reading endorsement, you will student teach in a reading classroom and will not take the practicum component. Other students completing an endorsement that requires this course will need to register for the practicum when they register for student teaching.
EDUC 395 Independent Study
1, 2, or 4 hours
EDUC 460 Middle and High School Vocal Methods
Students learn physiology and pedagogy of the high school adolescent voice. Included in the curricula are planning, assessment, literature, music literacy, and grading. Students teach private and in-class voice lessons to secondary students. Prerequisite: EDUC 361.
EDUC 462 General Music Education: Elementary and Middle School
Survey of the general music program in the elementary and middle school. Study of the music student, content, materials, and methods of instruction. Includes Orff and Kodaly approaches, the young adolescent, the changing voice, technology, and classroom management. Includes a clinical component in area schools. Required of all vocal music education minors (and needed by instrumental education minors seeking licensure in neighboring states). Prerequisite: EDUC 361.
EDUC 464 Middle and High School Band Methods
A study of the organization, direction, and management of the band program in the public schools. The course includes the curricula, pedagogy, and assessment of marching, jazz, and concert bands. It also covers the organization and business management of the band program and instrument repair/maintenance. Laboratory hours include participation with area school bands. Prerequisite: EDUC 361.
EDUC 466 Middle and High School Choral Methods
Students learn choral literature, pedagogy, rehearsal techniques, rehearsal planning, music literacy strategies, assessment and grading, rehearsal management, and administration. Prerequisite: EDUC 361.
EDUC 468 Middle and High School Orchestra Methods
A study of the organization, direction, and management of the orchestra program in public schools. The course includes the curricula, pedagogy and assessment of the school string program, instrument repair/maintenance, arranging for school orchestra, teaching string instruments, program organization, direction, and business management of the orchestra program. Laboratory hours include participation with area school orchestras. Prerequisite: EDUC 361.
EDUC 486 Teaching Practicum
2, 12 hours
Observation and teaching in area schools. Student teaching experiences are offered in each of the following areas: elementary education, secondary education, and K12 student teaching in art, music, and physical education. Those who do 18 weeks of EDUC 486 to meet the Wisconsin certification and additional licensure endorsements will register for 2 additional credits during January Term. Prerequisite: methods coursework related to student teaching placements. Elementary education majors have a prerequisite of EDUC 320 and a co-requisite of EDUC 490.
EDUC 490 Senior Project
Corequisite: EDUC 486.
EDUC 493 Senior Honors Project
A yearlong independent research project. Applications are completed on the Honors Program form available at the registrar's office, requiring the signatures of a faculty supervisor, the department head, the honors program director, and the registrar. Interdisciplinary projects require the signatures of two faculty supervisors. The project must be completed by the due date for senior projects. The completed project is evaluated by a review committee consisting of the faculty supervisor, another faculty member from the major department, and a faculty member from outside the major department. All projects must be presented publicly. Only projects awarded an "A-" or "A" qualify for "department honors" designation. The honors project fulfills the all-college senior project requirement.