Education

EDUC 150 – Study Skills .5
A survey of effective study techniques including note taking, time management, anxiety reduction, motivation, and memory techniques. Fall, Spring

EDUC 160 – Career Options 1
A survey of career life planning skills including assessments of strengths, interests and values, as well as study of the job market, resume writing and interviewing skills. Fall, Spring

EDUC 198 ? Pre-Professional Experience: General 1
Students taking this course will meet the requirements of having a field experience prior to pre-service teaching. This course is designed for an individual to work with learners in an educational environment other than the traditional school classroom. Open only with the consent of the department chair. S/U grading only. Offered as needed

EDUC 210 – Educational Technology 2
The major purpose of this course is to help future teachers understand, utilize, and integrate technology in instructional environments. Students will gain experience with computer applications in instructional settings, learn to operate various types of audiovisual projection equipment, and produce materials commonly used in the classroom. Appropriate use of Internet and distance education technologies will be explored. Emphasis is placed on providing opportunities for future teachers to make reflective decisions regarding the best ways to integrate instructional technologies in the classroom setting. Pre-requisite:
EDUC 250 – Introduction to Education or concurrent enrollment in EDUC 250 – Introduction to Education and ELED 298 – Pre-Professional Experience: Elementary for elementary education majors or SEED 298 – Pre-Professional Experience: Secondary for secondary education majors. Fall, Spring

EDUC 250 – Introduction to Education 2
A study of teaching as a profession, including historical, philosophical, social, and psychological foundations of education. This course will provide a general overview of all aspects of the teaching profession and serve as a general introduction to all professional education courses. Students will gain an understanding of Dickinson State’s teacher education theme and model and be given opportunities to apply their skills in peer teaching exercises. Through participation in the course, students will evaluate their commitment to becoming a professional educator. Introduction to Education begins the teacher education sequence and students will apply for provisional admission to teacher education during this course. Co-requisites: ELED 298 – Pre-Professional Experience: Elementary for elementary education majors or SEED 298 – Pre-Professional Experience: Secondary for secondary education majors, and EDUC 210 – Educational Technology. Fall, Spring

EDUC 300 – Teaching for Diversity 3
The National Council for the Accreditation of Teacher Education (NCATE) defines diversity as, “Differences among groups of people and individuals based on ethnicity, race, socioeconomic status, gender, exceptionalities, language, religion, sexual orientation, and geographical area.” During this course students will explore diversity, investigate how diversity impacts students’ ability to learn, and develop methods and strategies for teaching and assessing students of diversity.

EDUC 305 – Philosophy and Curriculum of Middle School 2
Students will explore the historical development of the middle school concept, its current practices, and future trends. Taking into consideration the physical and emotional changes which occur with students at this age level, the students will compare the philosophy of middle schools with the more traditional junior high philosophy. Students will explore the development of a curriculum for middle school based upon the middle school concepts learned in class. Spring, alternate years

EDUC 310 – Methods of Teaching in Middle School 2
Students will learn how to design instruction which best complements the implications of the physical and emotional changes occurring within middle school students. Emphasis will be placed on cooperative learning, small group learning, and individual learning (i.e. contract learning). The development of integrated thematic units will be a major thrust for this course. The implementation of Teacher Expectations and Student Achievement (TESA) as a vehicle for classroom management will be an integral part of this course. Spring, alternate years

EDUC 390E – Health Education Methods 2
Development and practice of methods, materials, and strategies for comprehensive school health education. Emphasis on lesson planning and delivery as they pertain to the content areas within Health Education. Pre-requisite: HPER 217 – Personal and Community Health. Spring

EDUC 405 – Educational Psychology and Evaluation 3
A study of the applications of psychological theory, testing practices, and evaluation theory to K-12 educational settings. The main goal of educational psychology and evaluation is to help pre-service teachers apply the psychological and educational knowledge base and evaluation procedures in the classroom setting. Special emphasis will be placed on the application of learning theories, theories of development, and principles and procedures of educational testing and evaluation. This course enhances the pre-service teacher’s understanding of K-12 learners and the ability to put the theories of educational psychology and evaluation to appropriate use in the classroom. Pre-requisites: PSYC 111 – Introduction to Psychology, PSYC 250 – Developmental Psychology, and admission to professional education or consent of instructor. Fall, Spring

EDUC 291, 491 – Education Seminar 1-6
This course is designed for the exploration of specific topics which are not covered in regularly scheduled course work. It is open only by consent of the instructor. Pre-requisite: Admission to professional education.

EDUC 292, 492 – Experimental Course 1-4
A unique class, designed by the instructor and/or department, not currently listed in the University catalog. An experimental course may be offered for a maximum of two semesters. After that time, the course must be either assigned an appropriate, permanent course number and formally listed in the University catalog, or its usage must be discontinued.

EDUC 293, 493 – Peer Tutoring 1-6
Students may earn credits by tutoring. Tutors are needed every semester in almost all academic areas. Interested students should contact Student Support Services. (Maximum eight credits may be applied to graduation.)

EDUC 294, 494 – Independent Study, Undergraduate Research 1-6
INDEPENDENT STUDY: An individualized study not listed as a regular course in the University catalog. Content, etc., to be determined by instructor and student.
UNDERGRADUATE RESEARCH: Research topic must be approved prior to registration by instructor. Written analysis of research activities required at end of semester.

EDUC 295, 495 – Service Learning 1-6
Credit may be granted for certain extra-curricular activities for which there is a direct connection and correlation between the activity and the academic objectives of a specific course in the University catalog. The appropriateness of the activity and subsequently awarding of academic credit will be at the discretion of the appropriate departmental chair.

EDUC 296, 496 – Study Tours 1-6
Provides students the opportunity to make an extensive trip to a location either inside or outside the United States, which will subsequently provide the student with life experiences that relate directly to a specific academic discipline. Not available in all departments. Available at departmental and discipline discretion only.

EDUC 299, 499 – Special Topics, Readings 1-6
SPECIAL TOPICS: A uniquely-designed advanced topics course within a specific discipline. Course content and other related academic requirements to be determined by the instructor. Requires approval by department chair.
READINGS: Readings in educational and various specific professional publications and journals related to a specific academic discipline. Requires approval by department chair.