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Section
II:
Content Knowledge,
Idaho Core Foundation
Standards and Enhancements
In this section, we address content foundation standards and enhancements for each of the Idaho Ten Core Standards specific to Elementary Education, English/Language Arts Education, Math Education, Natural Science Education, Physical Education/Health, Social Studies Education, and Special Education, Generalist. The Idaho Core Foundation Standards and Enhancements correspond with NCATE Standard One: Candidate Knowledge, Skills, and Dispositions. The information is organized by Principle with relevant content areas presented under the respective Principle. Note that some content areas may not have a requirement listed under a Principle (e.g., science has no requirements listed under Principles 3, 5, 7, 8, 10).
- Section II: Content
Knowledge, Idaho
Core Foundation Standards
and Enhancements
- Principle One: Knowledge of Subject Matter
- Principle Two: Knowledge of Human Development and Learning
- Principle Three: Adapting Instruction for Individual Needs
- Principle Four: Multiple Instructional Strategies
- Principle Five: Classroom Motivation and Management Skills
- Principle Six: Communication Skills
- Principle Seven: Instructional Planning Skills
- Principle Eight: Assessment of Student Learning
- Principle Nine: Professional Commitment and Responsibility
- Principle Ten: Partnerships
- Principle Eleven: Learning Environment
- Principle Eleven: Connections Among Mathematical Ideas
- Principle Twelve: Laboratory Activities
Principle One: Knowledge of Subject Matter
Idaho Core Teacher Standard: The teacher understands the central concepts, tools of inquiry, and structures of the discipline taught and creates learning experiences that make these aspects of subject matter meaningful for students.
LCSC Professional Teacher Standard: The Content Specialist understands the central concepts, tools of inquiry, and structures of the discipline he/she teaches. The teacher maintains currency in knowledge of the content area(s) and skills of the discipline. The Educational Designer plans and creates learning experiences based upon knowledge of the subject matter to make the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches meaningful for students.
- Baccalaureate Degree in Elementary Education with Elementary Education Certification (K-8)
- Baccalaureate Degree in English with Secondary Education Certification (6-12)
- Baccalaureate Degree in Kinesiology with Physical Education (K-12) and Health (6-12) Certification
- Baccalaureate Degree in Math with Secondary Education Certification (6-12)
- Baccalaureate Degree in Natural Science with Secondary Education Certification (6-12)
- Baccalaureate Degree in Social Science with Secondary Education Certification (6-12)
- Special Education: Generalist (K-12)
Baccalaureate Degree in Elementary Education with Elementary Education Certification (K-8)
Students obtaining Bachelor of Science/Arts in Elementary Education at Lewis-Clark State College complete a general education core of 42 credits. These core classes include an English sequence, communication, math sequence, literature, arts, natural science, social science and an integrative component (see Bachelor of Science/Arts in Elementary Education Program Plan of Study). These courses are in Phase I of the program and are usually completed in a student's freshman and sophomore year. Students must receive a grade of C- or above in their core classes. The elementary education major has a total of 128 credits which includes core course work and major course work. Eleven of those credits which include the professional Foundation Standards courses may be taken before being admitted into the teacher education program. The first semester of Phase II is the theoretical Foundation Standards semester and the second semester is the instructional design/facilitation/evaluation strategies semester. Upon completion of those two semesters the students enter into the year-long professional internship.
*All
English syllabi are provided
in hard copy format in
the Evidence Room.
**Teacher
artifacts are located
in the Evidence Room
in hard copy format.
In order to demonstrate a high level of competence in the English language arts and understand concepts of language and child development, elementary education majors take 12 credits in the literacy field (Bachelor of Science/Arts in Elementary with Certification Plan of Study). These courses include children's literature and storytelling, understanding the literacy processes, phonemic awareness and phonics, and assessment in literacy development. Two of those courses include a practicum in the public schools (for the literacy process course) and the Boys and Girls Club (for the assessment course). The literacy process course is also taught within one of the public schools which adds greater authenticity to instruction.
During Internship I, the candidates receive their Reading Methods and Language Arts Methods Courses. In Reading Methods, candidates become familiar with a variety of effective teaching strategies in reading curriculum. They participate in a literature-based reading experience using a multicultural children's book. Language Arts Methods concentrates on the writing process. Interns participate in writing their Literacy Autobiography and examine children's literature as a model to encourage children as writers.
All candidates are required to pass the Idaho Comprehensive Literacy Assessment (ICLA) to become certified in the state of Idaho. This test assesses knowledge and performance in three standards: Structure of Language, Comprehension and Vocabulary Instruction, and Assessment and Intervention. It is given during the first semester of internship. The ICLA table in the NCATE report shows the results of the ICLA for our candidates from January, 2002, through May, 2005.
Finally, the performance portfolio prepared by our interns includes the LCSC standard for the Content Specialist. Under this standard, candidates must document their knowledge of subject matter as a Content Specialist by choosing two events and related artifacts and writing a satisfactory justification regarding why they chose the particular events and artifacts.
Elementary education majors complete nine credits of science in order to understand the fundamental concepts and structures of science including physical, life, and earth and space sciences. Two classes, NS 171/172: Integrated Science are specifically designed for elementary majors to teach science in the elementary grades as specified in the course syllabi. Science Methods is included in Internship I and participation in Space Day gives our interns added experience in designing and facilitating science concepts. Space Day is a two day activity for the 6th graders in the local school districts. They come to the LCSC campus where they experience various activities regarding space concepts that our candidates set up for them in space stations.
Our elementary majors are taught to understand the major concepts, procedures and reasoning processes of mathematics that define number systems and number sense, computation, geometry, measurement, statistics and probability, and algebra in order to foster student understanding and use of patterns, quantities, and spatial relationships that can represent phenomena, solve problems, and manage data. They complete six credits of math specifically designed for teaching in the elementary schools. The pre-requisites for these classes are a satisfactory placement score on the COMPASS, ACT math, or SAT Quant or Math 108: Intermediate Algebra. Most of our candidates complete at least nine credits of math because Math 108 is required for the Integrated Science course. Also, Math Methods is included in Internship I.
Elementary education majors complete 18 credits of social sciences in their general education core (Bachelor of Science/Arts in Elementary with Certification Plan of Study) in order to be knowledgeable concerning the major concepts and modes of inquiry for social studies. These courses include ED/PSYC 321: Developmental Psychology, history or political science (HIST 101, HIST 112, POLS 101, SS 150, ANTH 102, syllabi) and an integrative course (HUM/NS/SS 350/351). An anthropology class, ANTH 311: Culture and Education, is taken during their Phase II semesters.
Internship I includes Social Studies Methods where interns prepare one candidate work sample as an integrated unit. Interns design lessons that incorporate national and state standards, implement integrated approaches to social studies instruction, and create social studies lessons that are inclusive and culturally responsive.
To address issues regarding our culturally diverse democratic society and interdependent world, during Internship I we plan cultural exchanges and education trips where we take candidates to the Seattle/Tacoma area to visit alternative schools. Each year we visit several of the schools on the following list: Yakama Indian Nation and Heritage College, Chief Leschi Tribal School, Tillicum Village, Nathan Hale High School, Lincoln High School, Oakland Academy, Tone School for the Deaf, Challenger Alternative School, and Jennie B. Reed Elementary School. Occasionally we place interns in Lapwai Elementary which is about 95% Nez Perce student population. Also, our Candidate Work Sample has an integrated instructional unit that is based upon cultural diversity with candidates presenting on topics such as: Easter Island; Jamaica; Tlingit of Alaska; Sherpa Culture; Journey to Kenya; the Maori People of New Zealand; Celtic Culture; the Yanomamo; the Civil Rights Movement; and Japanese Internment Issues. Kendra Hughes from the Equity Center from Northwest Regional Educational Lab in Portland has worked with our interns regarding awareness. Finally, our summer PACE interns (only) take a trip up river to explore Lewis and Clark and the Nez Perce Nation; they visit Ant and the Yellow Jacket, Canoe Camp, Long Camp, Heart of the Monster, Cottonwood Indian Battle sites and complete the tour with a visit to the Winchester Wolf Research Center.
ED/PSYC 321: Educational Psychology also addresses issues related to cultural diversity by exploring H. Gardner's Multiple Intelligences Theory. This study "allows persons from all cultures to express themselves through the particular intelligences that have been emphasized in their particular culture."
It is critical that our students understand the content, functions, aesthetics, and achievements of the arts. As a result, they take one three credit course in the arts which can include either survey of art, introduction to the fine arts, or survey of music. In addition, Art Methods is included in Internship I (ART 100: Survey of Art; FP 150: Introduction to Fine Arts; MUS 101: Survey of Music). These sessions help interns gain an increased awareness of the arts as processes, develop increased confidence in themselves as participants in artistic processes, recognize possibilities for assessment in the arts, and recognize possibilities for integrating the arts across the curriculum.
During the professional Foundation Standards semester, elementary majors take a Health Science course, HLTH 215: Health Science in order to understand the comprehensive nature of students' physical, mental, and social well-being. The topics covered include: mental, emotional, social and spiritual wellness; stress management; fitness; nutrition and weight control; reproduction and sex; disease prevention; substance use and abuse; health care; injury prevention, and safety. Wellness is a criterion for evaluation in the candidates' required journals, and we encourage our interns to include weekly wellness activities during their internship. A component of all candidates' journal entries during internship document their "wellness" activities.
Many of our courses address connecting learning to life and its application across the curriculum and in future career applications. For example, ED/PSYCH 321: Educational Psychology uses Howard Gardner's text "The Disciplined Mind: Teaching for Understanding." In ED 323: Professional Strategies for Teaching (K-8) formal experiences in the development of a repertoire of knowledge, skills, and attitudes necessary to design, develop, deliver, and evaluate units of instruction are provided. In SE 428 and SE 429: Adaptive Teaching I and II, we use approaches to adapting learning environments and motivation for students with learning differences or disabilities. Students also receive MANDT training which is a systematic approach that helps individuals de-escalate themselves and others when there is difficulty managing behavior. EnVoy is a classroom management system designed by Michael Grinder that gives teachers strategies for managing the classroom. Candidates consistently state they appreciate the training provided by a local school principal and find it useful in the classroom. Each candidate's work sample provides evidence they are able to make these connections and they also address them in their portfolios under Educational Designer and Facilitator (LCSC Professional Standards).
In ED 323: Professional Strategies for Teaching (K-8), candidates receive formal experiences in the development of a repertoire of knowledge, skills, and attitudes necessary to design, develop, deliver, and evaluate units of instruction where personal skills and group dynamics incorporate respect, caring, honesty, and responsibility for effective communication with all ages. Products demonstrating them are displayed in their portfolio generally linked to the Knowledgeable Professional and Educational Designer (LCSC Professional Standards). In addition, their Candidate Work Samples demonstrate their ability to address personal skills and group dynamics for effective communication and interactions. In another course, ED/PSYC 321: Educational Psychology, candidates study Nel Noddings' material "The Challenge to Care in Schools," furthering their ability to understand human interactions.
Candidates are expected to demonstrate their ability to recognize the importance of a school community where attributes such as respect, honesty, caring and personal responsibility are present. They insert their evidence of this disposition in their portfolio generally under the Dedicated Professional (LCSC Professional Standards). In addition, courses such as ED 427 and ED 430: Professional Seminar: Issues in Education I and II provide interns an environment where they may address professional issues directly associated with these aspects. Again, Nel Noddings addresses them in her text "The Challenge to Care in Schools" in ED/PSYCH 321: Educational Psychology.
Interns demonstrate their ability regarding fundamental knowledge of English language arts, science, mathematics, social studies, the arts, health and physical education in their performance portfolio under Educational Designer and Content Specialist which is submitted as partial fulfillment of their program requirements
Candidates learn how to develop units in ED 323: Professional Strategies for Teaching (K-8) in order to demonstrate their ability to create a balanced curriculum that includes English language arts, science, mathematics, social studies, the arts, health education, and physical education. Interns develop one multicultural, integrated, social studies units developed around a cultural theme. The first one is developed with their mentor group and presented on campus. The ED 426: Professional Internship I unit is multidisciplinary so it reflects a variety of subjects (math, science, language arts, music, P.E.). They demonstrate their knowledge of this subject matter in their performance portfolios under Educational Designer and Educational Facilitator. (LCSC Professional Standards)
Candidates demonstrate their ability to model respect, honesty, caring, and responsibility and promote a school environment conducive to these aspects in their performance portfolio and in their supervisor observation forms under Dedicated Professional and Reflective Professional. (LCSC Professional Standards). They learn about these aspects in ED 323: Professional Strategies for Teaching and ED 427: Professional Seminar I.
Baccalaureate Degree in English with Secondary Education Certification (6-12)
The four-year English major is housed in the Humanities Division. Embedded in the English major is the English-Secondary Education program available to candidates seeking teacher certification and endorsements (Bachelor of Arts in English Plan of Study with Secondary Certification). The goal of the Humanities Division fits nicely with the practicality of teacher certification in that it is to provide a rich exposure to both theoretical and practical knowledge, preparing students for professional success as well as further education.
The English major includes a wide array of literary works as well as thematic, critical, and cultural perspectives that enable graduates to teach literature and writing in diverse contexts. Directly related to teacher education, the English curriculum includes composition course work and the opportunity to work as a writing center tutor, an experience highly prized by those involved. Three additional courses, one each in teaching poetry, short stories, and novels engage students in designing literature courses and related activities. Additional studies in Spanish or in the Nez Perce Native American language (both offering minors and teaching endorsements) and in creative writing enhances prospective teachers' professional capabilities and options.
Students wishing to certify with an English endorsement receive a minimum of 48 credits in English content (Bachelor of Arts in English Plan of Study with Secondary Certification). At the end of their course work, all students must prepare a senior research project related to teaching, defend it and present it, further enhancing their personal teaching knowledge, skills, and disposition. The following chart outlines the courses that candidates take and some of the associated products.
*Course Work |
**Artifacts |
ENGL 201: Intermediate Composition; ENGL 210: Literary Analysis; ENGL 267: Brit Lit I; ENGL 277: American Lit I; ENGL 268: British Lit II; ENGL 278: American Lit II; ENGL 387: Teaching Literature/Poetry; ENGL 388: Teaching Literature/Short Stories; ENGL 389: Teaching Literature/Novels; ENGL 209: Creative Writing/Non-Fiction; ENGL 211: Creative Writing/Poetry; ENGL 212: Creative Writing/Fiction; ENGL 320: Shakespeare; ENGL 386: Teaching Composition; ENGL 431: History and Structure of the English Language; ENGL 498: Senior Research Seminar; ENGL 499: Senior Research/Oral Defense and Presentation; ED 456: English Content Methods: RE 422: Reading in the Content Area |
Analytical essays, poems, short stories, non-fiction essays, advanced argument essays, development of an assessment rubric to judge portfolios at a junior high; micro-lessons; design two composition assignments; scholarly article presentation; informed practice essay; writer's journal; senior research project/researched essay and presentation; tutor in Writing Center; lesson plans/units; Candidate Work Sample |
*All English syllabi
are provided hard copy
format in the Evidence
Room.
**Artifacts are
located in the Evidence
Room in hard copy format.
Inherent in the English Bachelor of Arts with secondary certification is the focus and appreciation for the language arts--reading, writing, speaking, listening, viewing and thinking as students express their views, hone their skills, and demonstrate their knowledge and disposition in preparation for teaching.
Course work that develops understanding of a variety of literary and nonliterary forms are: ENGL 201: Intermediate Composition; ENGL 267: British Lit I; ENGL 277: American Lit 1; ENGL 268: British Lit II, or ENGL 278: American Lit II; ENGL 387/388/389: Teaching Literature; ENGL 209/211/212: Creative Writing; and 300/400 level English electives. Teacher candidates are required additionally to take one literature course and a course in literary analysis. They take nine credits of lower division surveys of American and British literature; Shakespeare; 12 upper division credits in literature in creative writing and intermediate composition. Analytical essays are required in literature classes; poems, short stories or non-fiction essays are required in the creative writing classes along with public readings; advanced argument essays are required in the intermediate composition course (Bachelor of Arts in English with Secondary Certification Plan of Study)
One literature course in the general core, a literary analysis course, nine credits of lower division surveys of American and British literature, a course on Shakespeare, and 12 upper division credits in literature address literature functions as artistic expression and as a reflection of human experience. Essays are the primary source of evidence of candidate capability.
In ENGL 210: Literary Analysis, teacher candidates are prepared to understand the nature and conventions of a wide variety of literary form and genres, literary devices, and methods of literary analysis and criticism. They write analytical essays to demonstrate their knowledge.
To understand how culture and history influences literature, teacher candidates take one literature course in the core, a literary analysis course, nine credits of lower division surveys of American and British literature; a Shakespeare course and 12 upper division credits in literature. The primary demonstration of their knowledge are the analytical essays.
Candidates take English 386: Teaching Composition in order to be knowledgeable concerning the social and historical implications of print and non-print media. In this course, they serve as judges for the Jenifer Jr. High Language Arts portfolio awards. In preparation for this experience, students develop an assessment rubric and individually assess each portfolio. They additionally design two composition assignments and give a micro-lesson. They also do informal write-to-learn activities where they focus on writing as a process as well as give a scholarly article presentation and write an informed practice essay.
ENGL 431: History and Structure of the English Language explores the fundamental principles of language and its historical context. Candidates additionally take three one-credit courses on teaching literary genres--ENGL 387/388/389, where they learn about the interrelationships of reading, writing, speaking, listening, viewing, and language study.
In ENGL 201: Intermediate Composition and ENGL 386: Teaching Composition, teacher candidates address writing as an act of discovery and a form of inquiry, reflection, and expression. They learn that composition is a recursive and developmental process. Also, they address the elements of effective writing in this course conducive to recognizing the student's need for authentic purposes, audiences, and forms of writing. They process write, peer review and evaluate, develop a writer's journal, write three argumentative essays, and complete a group presentation of the semester the semester's project. They also address writing assessment from a variety of approaches, including holistic, primary trait, portfolio, and rubrics. These are also addressed in ENGL 492: Special Topics: Portfolio Assessment.
In order to teach content, teacher candidates must know what they are teaching and have an appreciation and passion for literature. Candidates demonstrate this passion when presenting their senior research project to classmates, in the Writing Center and throughout the various schools in the area. Students demonstrate sensitivity to the connections between the components of the language arts curriculum during their senior research project which is a requirement in partial fulfillment for the bachelor degree in English.
Teacher candidates seeking endorsement in English/Language Arts (ELA) demonstrate their knowledge and proficiency during their experiences required in their secondary education teacher preparation course work. For example, teacher candidates in ED 456: English/Language Arts Methods complete a Candidate Work Sample where they develop a teaching unit, and have an opportunity to micro-teach on-site. Their performance portfolio where they link their experiences to the LCSC standards provides further evidence of content knowledge and proficiency. During ED 458/460: Professional Internship in Education I/II, teacher candidates implement their lessons and unit plan and are evaluated using a rubric by their OSTE and college supervisor.
As a result of their course work in ED 456: English/Language Arts Teaching Methods, and ED 458/460: Professional Internship I, II, teacher candidates prepare their Secondary Education Candidate Work Sample, lesson plans, and electronic portfolio demonstrating their ability to integrate information from traditional, technical, and electronic sources for critical analysis and evaluation. A variety of lesson plans as well as their instructional unit and experiences in the Writing Center indicate that the candidates are able to help their students with their understanding of a variety of literary forms and genres. During RE422: Reading in the Content Area, interns learn how to present social, cultural, and historical significance of a variety of texts and connect the texts to their students' experiences as evidenced in their lesson plans where they integrate the language arts into their instructional methodology.
In ED 458/460: Professional Internship I and II, candidates demonstrate their ability to teach the writing process as a recursive and developmental process; to integrate reading, writing, speaking, listening, viewing, and language study into their students' learning activities and studies. During their in-field teaching, they are observed and evaluated by their OSTE and college supervisor regarding their ability to build a reading, writing, speaking, and viewing community in which students respond, interpret, and think critically (see college supervisor and OSTE evaluations).
Baccalaureate Degree in Kinesiology with P.E. (K-12) And Health (6-12) Certification
The Health and Kinesiology program is housed in the Education Division. Undergraduates seeking a Bachelor of Science or Arts in Kinesiology complete a program of study with course work leading to K-12 Physical Education and to 6-12 Secondary Health certification. Teacher candidates seeking certification in Physical Education K-12/Health 6-12 take 30 credits in PE and 20 credits in Health (see Bachelor of Science/Arts in Kinesiology with PE K-12 & Health 6-12 Certification Plan of Study).
The bachelor of science/arts in Kinesiology is designed to prepare teacher candidates with depth and breadth regarding safe, effective strategies for teaching PE in school environments. The complimentary health minor is aligned with 6-12 national and state of Idaho standards for health education. Upon completion of this minor, teacher candidates meet the state certification requirements to teach health in Idaho and Washington secondary schools.
The following two charts outline the courses that candidates take and some of the associated candidate products.
PHYSICAL EDUCATION (K-12)
*Course Work |
**Artifacts |
KIN or HLTH 272: Fitness and Wellness;KIN 363: Physiology of Exercise; KIN 381: Test and Measurement in PE; KIN 348: Sports Medicine; KIN 263/264/266: Skill & Analysis: Tennis & Golf/Basketball & Soccer/Volleyball and Softball; KIN 355: Strategies for Teaching Physical Activities; KIN 472: Outdoor Education; KIN 467: Physical Activity and Recreation for Individuals with Special Needs; KIN 420: Socio-Cultural Aspects of Sports; SE 407: Adaptive Teaching; KIN 352: Youth Sports & Recreation; KIN 370: Motor Learning & Development; BIO 175 or 252: Human Biology or Anatomy & Physiology; KIN 362: Biomechanics; KIN 363: Physiology of Exercise; KIN 260: Survey of Human Movement; KIN 486: Organization and Administration of Health, P.E., Recreation, Athletics; ED 457: HLTH/PE Content Methods; ED 461: Professional Internship II (K-12); |
Exams, papers, lab reports, sportfolio, expedition planning assignments, survival education report, assignments, shadowing project, adaptive teaching project, student motivation project, portfolio, PE Yearly Plan, Unit Plans, lesson plans, teaching progressions, Oral Exit Examination, safety and liability checklist, health assessments, sports /skills assessments, assessment of learner performance, discipline plan, nutrition analysis, task analysis, case study, programs development, |
*All Kinesiology and
related syllabi are provided
hard copy format in the
Evidence Room.
**Artifacts
are located in the Evidence
Room in hard copy format.
Teacher candidates engage in a variety of courses and experiences in order to learn about and become proficient in those activities concerning the components of physical fitness and their relationship to a healthy lifestyle. For example, their knowledge of cardiopulmonary resuscitation (CPR) and first aid is gained in KIN 348: Sports Medicine and KIN 472: Outdoor Education where they practice CPR skills, take tests, engage in a safety evaluation assignment and survival education. In all their professional education course work such as in ED 457: Content Teaching Methods K-12 and ED 459: Professional Internship I, K-12, they demonstrate their knowledge through their Candidate Work Sample, lesson and unit plans, in-field teaching (elementary and secondary experiences), portfolio, progress conference and exit interview.
In order to understand the components of physical fitness and their relationship to a healthy lifestyle, candidates take courses such as KIN 272: Fitness & Wellness; KIN 363: Physiology of Exercise; KIN 381: Tests & Measurement in PE; KIN 348: Sports Medicine; KIN 362: Biomechanics, and KIN 363: Physiology of Exercise. They take skills tests and exams, complete a Gait Analysis and write papers in these courses.
Candidates demonstrate they know the appropriate rules, etiquette, instructional cues, and skills for physical fitness activities in KIN 263/264/266: Skills and Analysis: Tennis & Golf/Basketball & Soccer; Volleyball & Softball where they take exams and develop a sportfolio; KIN 352: Youth Sports & Recreation where they create a scope and sequenced yearly plan and lesson plans; KIN 355: Strategies for Teaching P.E. where they engage in teaching progressions and exams; KIN 370: Motor Learning/Development where they observe and write reports; and ED 457: PE/HLTH Content Methods where they write developmentally appropriate lesson plans.
During ED 260: Survey of Human Development; KIN 272: Fitness & Wellness; KIN 420: Socio-Cultural Aspects of Sports; KIN 355: Strategies for Teaching P.E., and ED 457: PE/HLTH Content Methods, teacher candidates learn how physical activity provides opportunities for enjoyment, challenge, self-expression, and social interaction. In these courses, they write papers, do cross training workouts, take exams, create a portfolio, do service assignments and a Dedicated Professional/Reflective Professional assignment.
Courses such as KIN 467: Physical Activity and Recreation for Individuals with Special Needs; KIN 381: Test & Measurement in P.E.; KIN 420: Socio-Cultural Aspects of Sports, KIN 355: Strategies for Teaching P.E.; ED 457: PE/HLTH Content Methods; ED 461: Professional Internship II; SE 407: Adaptive Teaching prepare candidates to understand adaptive physical education and how to work with special and diverse student needs regarding various physical abilities and limitations, culture, and gender. They do case research, doll work, group teaching, and exams. Additionally, they have an adaptive assignment and complete a shadow project, adaptive teaching project, and a student motivation project. They also complete their performance portfolio and defend it during their oral exit exam which is the final requirement for certification.
ED 454: Professional Teaching Strategies, RE 422: Teaching Reading in the Content Area, ED 457: PE/HLTH Content Methods (K-12) and ED 459/461: Professional Internship I and II prepare candidates to instruct regarding disciplinary concepts and principles, in rules, skills and strategies of a variety of physical activities and in modeling a variety of physical activities. Their candidate work sample where they develop units of instruction, performance portfolio where they provide artifacts related to specific events associated with the LCSC Professional Teaching Standards, and college supervisor teaching evaluations along with their Progress Conference and Oral Exit Interview provide evidence of their knowledge, experiences, and proficiency.
HEALTH (6-12)
*Course Work |
**Artifacts |
HLTH 272: Fitness & Wellness; HLTH 342: Community Health; HLTH 345: Aging, Dying & Death; HLTH 346: Human Sexuality; HLTH 347: Stress Management; HLTH 353: Nutrition; HLTH 456: Drugs in Society; KIN 260: Survey of Human Movement; KIN 348: Sports Medicine; ED 457: HLTH/PE Content Methods; ED 461: Professional Internship II (K-12); |
Exams, web assignments, case studies, Exhibit identification summary, philosophy of health education, Health Fair Volunteer, reflections, group debates and project, diet analysis, summaries, oral exit interview, progress conference, portfolios, membership in professional organizations, service to the profession, shadowing project, journals, student motivation project, respectful lessons, scope & sequence plans, adaptive teaching project, discipline plan, Ropes Course, experiential paper, demographic report in Candidate Work Sample |
*All Health and related
syllabi are provided
hard copy format in the
Evidence Room.
**Artifacts
are located in the Evidence
Room in hard copy format.
Teacher candidates demonstrate their knowledge of the content areas of health education by successfully participating in a variety of courses and engaging in authentic experiences designed to apply their knowledge. For example, they demonstrate an understanding of health and how to make connections between health education and other disciplines in HLTH: 272: Fitness & Wellness where they recognize and describe the dimension of health and wellness and how they are interrelated through tests, a wellness profile and a lifestyle evaluation.
In HLTH 342: Community Health, candidates locate current events and issues in the media and summarize the events specific to health in various communities. They explore and understand the four primary dimensions of care (physical, psychological, social, and spiritual) in HLTH 345: Aging, Dying & Death and learn how cultural differences affect death-related experiences. They describe death-related practices within select cultural groups in the United States; they also visit a cemetery and write a reflection on their experiences. Additionally, in HLTH 346: Human Sexuality, they present and discuss theories related to the complexities of sex, gender, and sexual orientation while in HLTH 347: Stress Management, candidates demonstrate their knowledge about the mind/body connection through assignments and a test.
Teacher candidates learn about nutrient needs for any age group and specific disease process and present a final case study in HLTH 353: Nutrition. During HLTH 456: Drugs in Society, they study the various models and theories of substance abuse prevention, take quizzes, an exam, and write an Exhibit identification summary. While engaging in KIN 260: Survey of Human Movement, candidates use the internet to explore their professional organization and take a written test that lists the sub-disciplines of the field.
During KIN 348: Sports Medicine, candidates identify the services available and demonstrate their knowledge through dietary prescription and healthy meal plan for athletes in weight gain/loss settings. They develop a philosophy of health education in ED 457: HLTH/PE Content Methods, supporting or disagreeing with position papers from NASPE and AAHE.
Candidates demonstrate an understanding of how to engage students in exploration and application of health education and at-risk behaviors in addition to learning how to develop partnerships within the school and community by taking; HLTH 342: Community Health where they identify how major infectious diseases are transmitted (quizzes, health fair volunteer, blood drive); HLTH 345: Aging, Dying, Death (cemetery and funeral home visits and reflections, project); HLTH 346: Human Sexuality where candidates articulate their own sexual values, biases and attitudes through assignments; HLTH 353: Nutrition (diet analysis assignment); HLTH 456/457: Drugs in Society/and the Athlete (Exhibit identification summary, exam); KIN 348: Sports Medicine (national assessment assignment and fluid hydration), and ED 457: PE/HLTH Content Methods where they create learning experiences that facilitate responsible decision making and encourage use of alternatives to high-risk behavior through the development of specific assignments. They also write a coordinated school health program, become members in professional organization, attend professional meetings, and do service to the profession as demonstrated in their performance portfolio.
They also take HLTH 272: Fitness & Wellness (test, labs related to alcohol and STDs) to learn about transmission of STDs, diagnosis and treatment, and identification related to how drug and alcohol use are at-risk behavior. In addition, KIN 472: Outdoor Ed prepares them to demonstrate an ability and appreciation to exist in a backcountry setting with minimum impact upon the environment (over night trip, exam). They become acquainted with various patterns of management structures in schools, colleges, and other organizations and demonstrate various techniques of public relations in KIN 486: Organization/Administration of HLTH/PE and Recreation.
All the above course work and experiences prepare candidates to recognize that health is multidimensional. In addition, they learn to model health-enhancing behaviors and create learning experiences that respect and are sensitive to controversial health issues. For example, in HLTH 342: Community Health, candidates locate, summarize and present current issues in the media that involve controversial health topics as well as plan and design a class presentation specific to those topics. During ED 457: PE/HLTH Content Methods, candidates create safe and sensitive learning environments and design learning experiences that are respectful of and sensitive to individuals (observations and evaluations by On-Site Teacher Educators and college supervisor). Also, they develop a comprehensive school health education plan in ED 457.
Baccalaureate Degree in Math with Secondary Education Certification (6-12)
The Math Department is embedded in the Division of Natural Sciences. Courses emphasize the philosophy and processes of mathematics and its contribution to contemporary culture. The mission is to involve students in the process of learning through active student research as a means of developing skills needed for critical thought about concerned issues which neatly aligns with teacher certification as a strongly pragmatic and applied profession. Candidates develop specific skills and competencies, become aware of the social role of mathematicians in the world community, develop personal and intellectual attributes for thoughtful decision-making, and develop a general education foundation which promotes competency for life.
The Mathematics major is characterized by a balance between theory and application, beginning in the precalculus sequence and continuing through to upper division courses. Appropriate technology is integrated at all levels of the curriculum. At the end of the program, students are knowledgeable in their content area and are ready to enter the secondary education teacher certification program. Candidates take a total of 38 credits for their general education core requirements and 46 credits for their math program requirements. The following chart outlines the courses that candidates take and the associated products.
*Course Work |
**Artifacts |
MATH 300: Introduction to Mathematical Reasoning; MATH 460: Abstract Algebra I; MATH 386: Postulational Geometry; MATH 170, 175, 275: Calculus I, II, III; MATH 480; Real Analysis I, MATH 320: Probability and Statistics; MATH 254: Statistical Methods for the Sciences; MATH 499: Research Project and Seminar; MATH 186: Discrete Mathematics; MATH 130: Finite Mathematics; MATH 341: Linear Algebra; MATH 345: Differential Equations; MATH 450: Complex Analysis; MATH 470: General Topology; PHYS 211/212: Engineering Physics; ED 456: Math Methods |
Mathematical proofs and construction of examples, exams, homework exercises of symbolic manipulation, graphical representations, and problem solving, research paper and presentation; candidate work sample |
*All Math syllabi are
provided hard copy format
in the Evidence Room.
**Artifacts
are located in the Evidence
Room in hard copy format.
Teacher candidates learn about the history and nature of mathematics and the changing ways individuals learn, teach, and do mathematics in MATH 300: Introduction to Mathematical Reasoning where they are primarily assessed using exams and homework assignments related to mathematical proofs and construction of examples.. In MATH 460: Abstract Algebra I, candidates work with concepts of algebra primarily through exams and homework exercises while in MATH 386: Postulational Geometry, they learn major concepts of Euclidean and other geometries and trigonometry also primarily through their homework assignments.
In MATH 170/175/275: Calculus I/II/III and MATH 480: Real Analysis I, teacher candidates complete homework exercises and take exams that include symbolic manipulation, graphical representations and problem solving related to limit, continuity, differentiation, and integration and a thorough background in the techniques and application of calculus. During MATH 320: Probability and Statistics and MATH 254: Mathematical Methods for the Sciences, candidates receive a thorough background in the techniques and applications of statistics and data analysis, demonstrating their knowledge through their homework assignments and exams.
Teacher candidates use descriptive and inferential statistics to analyze data, make predictions and decisions in MATH 254: Mathematical Methods for the Sciences and MATH 499: Research Project and Seminar where they develop a final paper and presentation at a division or other seminar. In addition, during MATH 186: Discrete Mathematics, MATH 130: Finite Mathematics, MATH 340: Linear Algebra, and MATH 345: Differential Equations, candidates use concepts and applications of graph theory, recurrence relations, linear programming, differential equations, matrices, and combinatorics which they apply in their regular homework exercises and exams.
Teacher candidates demonstrate their knowledge and abilities in their education course work and experiences during ED 456: Math Content Methods, ED 454: Professional Teaching Strategies, RE 422: Reading in the Content Area, and ED 460: Professional Internship II when they develop lesson plans using different strategies and models of instruction. For example, in RE 422, they use a variety of literacy strategies to develop math lessons. In ED 456, they must write a four week instructional unit that is integrated into their Candidate Work Sample. In ED 460, their teaching in the field is evaluated by their OSTE (On-Site Teacher Educator) and college supervisor to determine if they know their content material and can instruct effectively.
Baccalaureate Degree in Natural Science with Secondary Education Certification (6-12)
The Division of Natural Sciences and Mathematics at Lewis-Clark State College offers a Baccalaureate degree in Natural Science with course work directed towards Secondary Education Teaching certification in science for the State of Idaho. The degree provides teacher candidates with both depth and breadth of content in the four primary science disciplines—Biology, Chemistry, Earth Science, and Physics.
The Natural Science degree with Secondary Education Certification is made up of three components: the college’s required General Education Core course work; the Natural Science major course work; and the Secondary Education courses for Idaho State Teachers’ Certification. Teacher candidates declaring a major in this program are assigned a Natural Science Division advisor for their major and an Education Division advisor for the Education component of the degree.
The General Education component of the major includes 41 credits of course work across the Liberal Arts, is generally writing intensive, and emphasizes foundational skills in computation, writing, and critical thinking. In addition, teacher candidates are required to take one upper division Integrative Seminar, which has a general focus on either an ethical concern in society or an issue of values in society. Teacher candidates are encouraged to complete their lower division General Education core by the end of their sophomore year and the integrative seminar sometime during their Junior year.
The Natural Science major is composed of 52 credits of course work. The program requires all teacher candidates to complete the introductory sequence of course work in each of five major disciplines—biology 201 & 202, chemistry 111 & 112, geology 100 & 102, physics 111 & 112, and math 143 & 144—thus insuring a broad exposure to the sciences. Teacher candidates then select an area of emphasis in biology, chemistry, or earth science, which ensures depth of knowledge in a specific area and the ability to design, conduct, and interpret basic research in that area.
The secondary teaching certification aspect assures that the teacher candidate 1) has met all content area requirements for Secondary Certification in a single scientific discipline (i.e. biology, chemistry, earth science, or physics), 2) has met all requirements of the broad-field Natural Science endorsement, and 3) has a sound understanding of the pedagogical principles necessary to teach this information.
Teacher candidates seeking endorsement in science demonstrate their knowledge and proficiency in the areas of biology, chemistry, earth science, or physics during their experiences required in their secondary education teacher preparation course work. For example, teacher candidates in ED 456: Science Methods prepare demonstrations and present them to the members in the class. They must also go out into the field to survey and document the science scope and sequence in the district. They may choose from any of the four science disciplines when preparing their demonstration. In addition, as a result of program requirements the Candidate Work Sample and Performance portfolio demonstrate their science proficiency. During ED 458/460: Professional Internship in Education I/II, teacher candidates implement their lessons and unit plan and are evaluated using a rubric by their OSTE and college supervisor. The following chart outlines the courses that candidates take and some of the associated products.
Foundation Standards for Science Teachers
*Course Work |
**Artifacts |
NS 150: Introduction to Natural Science; NS 380: Senior Seminar; NS 398: Senior Research Proposal; GEOL 100: Environmental Earth Science; GEOL 102: Historical Geography; GEOL 109: GEOL 309: Hydrogeology; GEOL 421: Structural Geology; CHEM 111/112: Principles of Chemistry; CHEM 371-373: Organic Chemistry; CHEM 481: Biochemistry I; PHYS 211/212: ED 460/461: Professional Internship in Education II; ED 456: Science Methods; ED 458: Professional Internship in Education II |
Exams; assignments; papers, presentations; design; conduct and write up results of experiments; debates; lab activities and associated written reports; field trips/trip report; research paper; research proposal for funding; presentations; Candidate Work Sample; Evaluations by college supervisors and OSTE; lesson plans that are taught and then refined for the following classes based upon reflection and input from supervisors, performance portfolio |
*All Science syllabi
are provided hard copy
format in the Evidence
Room.
**Artifacts are
located in the Evidence
Room in hard copy format.
Both GEOL 100: History of Plate Tectonics and NS 150: Introduction to Natural Science address the history and nature of science and scientific theories. They also discuss the interconnectedness among the science disciplines. In addition to CHEM 111/112: Principles of Chemistry, CHEM 371-373: Organic Chemistry, and PHYS 211/212: Physics, these courses are structured to introduce the process of scientific inquiry/discovery, the scientific method, scientific reasoning and research. Students provide exams, assignments, give presentations, write papers, debate, and do experiments with written results as demonstrations of knowledge. Along with GEOL 102: Historical Geography where students are required to write a research paper that explores the geologic history of one area, both GEOL 100 and NS 150 additionally support the understanding that all sciences are related.
During GEOL 100: History of Plate Tectonics and GEOL 102: Geologic History of Local Areas, teacher candidates submit fieldtrip reports and reports on visits to local areas while learning how to investigate scientific phenomena, interpret findings, and communicate information to students. In CHEM 371-373: Organic Chemistry, students prepare problem sets, take tests, and write short essays while developing concepts of form and function. In CHEM 111/112: Principles of Chemistry, students write lab reports and develop a homework portfolio demonstrating their ability to investigate scientific phenomena, interpret findings, and communicate information.
Teacher candidates demonstrate their ability to effectively communicate and reinforce science concepts and principles through lessons, demonstrations, and laboratory activities in ED 456: Science Methods where they develop a candidate work sample and demonstrate a variety of instructional activities. They also provide laboratory exercises, write class papers, complete projects and related lab reports in GEOL 102: Historical Geology; GEOL 309: Hydrogeology; GEOL 421: Structural Geology; CHEM 372: Organic Chemistry II; PHYS 211/212: Engineering Physics and NS 150: Introduction to Natural Sciences.
NS 150: Introduction to Natural Science is a foundational course where teacher candidates develop documents related to critical reading and science, study about the discovery of DNA and five of some of the biggest ideas in science such as the scientific exploration of evolutionary Biology as presented by Charles Darwin and Dobzhansky's deductions. These activities prepare teacher candidates to view science in its cultural and historical context by using examples from history and including scientists of both genders and from varied social and cultural groups.
In order to learn about the importance of adjusting curriculum and the activities that align them with new scientific data teacher candidates take membership in NSTA and write a position statement in ED 456: Science Methods. During their teaching assignment in the field, teacher candidates reflect and adjust their instruction and activities under guided supervision of their college supervisor and OSTE as required in ED 490: Professional Internship in Education II. Again, NS 150: Introduction to Natural Science plays a major role through the required course readings of "Science in the News" and "Critical Reading Documents." In PHYS 211: Engineering Physics, teacher candidates develop learning and team activity journals, and a team laboratory journal, which prepares them to understand and implement principles of physics in mechanics and thermodynamics where they solve problems in a chemistry/Biological context, giving them an holistic, interdisciplinary understanding of concepts in earth systems.
NS 150: Introduction to the Natural Sciences helps students build scientific knowledge and develop scientific habits of mind. These abilities are honed in their education courses such as ED 456: Science Methods, ED 458: Professional Internship in Education I and ED 460: Professional Internship in Education II when they develop their candidate work sample for specific classes and content and when they must again research science content to teach for specific knowledge. Many teacher candidates are sent back to research when students ask them questions on something that is unclearly communicated or misunderstood. Also, their evaluations by their OSTE and college supervisor remind them to teach their students how to develop scientific habits of mind.
During ED 456: Science Methods, teacher candidates demonstrate their ability to investigate scientific phenomena, interpret findings while preparing their candidate work sample and lesson plans. During ED 460: Professional Internship II, the candidates are observed teaching by their OSTE and college supervisor during the 635 hours they are in the field. Teacher candidates have ample time to practice their communication skills in order to teach for understanding; their OSTE and supervisor evaluations rate their communication skills. Also, their candidate work sample includes some data analysis where candidates determine through qualitative measures if they are effective in their instruction, further demonstrating their ability to communicate in writing.
While teacher candidates take NS 380: Senior Seminar, they learn research methods which includes literature searches and delivery techniques necessary to present their results. Emphasis is given to writing citations and preparing abstracts. Their thinking must be creative, express curiosity, and evidence openness to new ideas. In NS 398: Senior Research Proposal Preparation, teacher candidates must prepare a proposal that is similar to that of an NSF proposal which requires creativity and openness to new ideas.
Teacher candidates demonstrate they can create lessons, demonstrations, and laboratory activities that effectively communicate and reinforce science concepts and principles during ED 456: Science Methods; ED 458: Professional Internship I, and ED 460: Professional Internship II. Lesson plans are developed and implemented in-the-field and are evaluated by supervisors. While teaching their required four week instructional unit in the field, candidates keep a three-ring binder with lesson plans and materials. When reflecting, they write reminders or changes on the plans for perusal by the OSTE and college supervisor. In addition, this four week unit is displayed in their candidate work sample which is integrated into their performance portfolio.
Enhancements for Biology Teachers
*Course Work |
**Artifacts |
BIOL 201: Introduction to Life Sciences; BIOL 301: Evolution; BIOL 202: Zoology; BIOL 203: Botany; BIOL 341: Genetics; BIOL 362: Cellular and Molecular Biology; BIOL 331: Ecology; ED 456; Science Methods; ED 458: Professional Internship I; ED 460: Professional Internship II |
Lab journals, exams, quizzes, dichotomous key, plant collection, written description of a future evolved animal |
*All Biology syllabi
are provided hard copy
format in the Evidence
Room.
**Artifacts are
located in the Evidence
Room in hard copy format.
In order that teacher candidates understand the unifying themes of Biology, including levels from molecular to whole organism, BIOL 201: Introduction to Life Sciences is offered. This course has been expanded to BIOL 180 and 181 to better address these key concepts effective AY 2005/2006. BIOL 301: Evolution is also offered.
Teacher candidates learn about taxonomy systems used to classify living things and study theories of how living systems evolve through time in BIOL 202: Zoology and BIOL 203: Botany. Products are a dichotomous key and a plant collection and a final project. BIOL 301: Evolution is also structured so that teacher candidates demonstrate through a final project their understanding of theories of how living systems evolve through time.
Exams are the primary product in BIOL 341: Genetics where teacher candidates learn that genetic material and characteristics are passed between generations. During BIOL 201: Introduction to Life Science and BIOL 362: Cellular and Molecular Biology, candidates study the biological chemical processes that are involved in life functions, and in BIOL 331: Ecology, teacher candidates are taught about how living systems interact with their environment and are interdependent with other systems. Candidates demonstrate their understanding through exams.
BIOL 201: Introduction to Life Science, BIOL 331: Ecology, and BIOL 362: Cellular and Molecular Biology all address how systems in living organisms maintain conditions necessary for life to continue. In addition, BIOL 362 and its associated lab also includes content about how matter and energy flow through living and non-living systems. Candidates keep a lab notebook and write a research paper. BIO 331 also teaches candidates to know how the behavior of living organisms changes in relation to environmental stimuli.
Along with exams in BIOL 202: Zoology teacher candidates are required to develop a future evolved animal in their final project. In BIOL 203: Botany candidates study differences and similarities in plant and animal systems and tissues. Candidates develop a plant collection that consists of 30 species representing 20 plant families as a final product in this course and take exams. During ED 456: Secondary Science Methods, teacher candidates develop a life science teaching unit focused on living organisms and their development, evolution, and interaction with the environment and other living organisms.
Enhancements for Chemistry Teachers
*Course Work |
** Artifacts |
CHEM 111/112: Principles of Chemistry; CHEM 371-373: Organic Chemistry; CHEM 481: Biochemistry; CHEM 325: Quantitative Analysis; CHEM 374: Organic Chemistry II Lab |
Quizzes, exams, homework portfolios, lab notebooks, problem sets/rationales, reflections on class materials, paper |
*All Chemistry syllabi
are provided hard copy
format in the Evidence
Room.
**Artifacts are
located in the Evidence
Room in hard copy format.
To understand the fundamental components and procedures of chemistry and how they interact to create a holistic understanding of matter and energy, teacher candidates take CHEM 111/112: Principles of Chemistry. Products in this course are quizzes, exams, homework portfolios and lab notebooks. They also take CHEM 371-373: Organic Chemistry where they write reflections on class materials, take exams, and write problem sets/rationales. CHEM 325: Quantitative Analysis and CHEM 481: Biochemistry also prepares them in the fundamentals of chemistry. Exams, lab reports, and a paper are the products.
Being a foundational course, CHEM 111/112 also prepares teacher candidates to know the fundamental principles of chemistry, including kinetic molecular theory, periodicity, and atomic structure, solutions, stoichiometry, and chemical reactions. Along with CHEM 317-373, CHEM 481, and CHEM 325, it also addresses knowledge concerning organic, inorganic, and analytic chemistry; physical chemistry and biochemistry. Additionally, both CHEM 111/112 and CHEM 325 are concerned with alternative explanations and models of chemistry concepts as well as providing a broad knowledge of mathematical principles, including calculus and the connections that exist between mathematics and chemistry.
Although CHEM 374: Organic Chemistry II Lab is not an education requirement, teacher candidates may take it as a lab that accompanies CHEM 372 in order to develop the ability to use scientific criteria for the creation of alternative models to explain chemistry concepts. However, in ED 456: Science Methods, ED 458/460: Professional Internship in Education I/II, teacher candidates also learn to model the application of mathematical concepts for chemistry and demonstrate their ability through their micro-teachings, Candidate Work Sample, performance portfolio, and evaluations of teaching in the field by their OSTE and college supervisors.
Also during ED 456: Secondary Science methods, candidates develop a unit plan which demonstrates the principles and processes of chemical interactions within organic and inorganic systems, the physical processes which govern those interactions and the mathematical models which describe them.
Enhancements for Earth and Space Science Teachers
*Course Work |
** Artifacts |
GEOL 102: Historical Geology; GEOL 100: Environmental Earth Science; GEOL 421: Structural Geology; GEOL 313: Minerals; GEOL 314: Petrology; PHYS 205: Astronomy: GEOL 421: Structural Geology |
Exams, labs--identification of minerals, igneous rock, metamorphic and sedimentary rock |
*All Chemistry syllabi
are provided hard copy
format in the Evidence
Room.
**Artifacts are
located in the Evidence
Room in hard copy format.
During GEOL 102: Historical Geography, GEOL 100: Environmental Earth Science, and GEOL D421: Structural Geology interns learn about how local events can potentially impact local, regional, and global conditions. They also learn about earth history as interpreted using scientific evidence in these courses. Students take an Atlas quarry lab and provide lab reports. In GEOL 102, GEOL 100, GEOL 421, GEOL 313: Minerals and Tectonics, and GEOL 314: Petrology and Tectonics, they also glean an understanding of the interaction among mountain building, earthquakes, oceanic trenches, volcanoes, and continental drift as explained by the theory of plate tectonics. In addition, they study the composition of the earth and its atmosphere in these courses. Exams are a primary source of candidate outcomes along with lab reports regarding GIS-based plate tectonics. In addition to GEOL 100: Environmental Earth Science, GEOL 313: Minerals and GEOL 314: Petrology candidates also learn the rock cycle and the classification systems for rocks and minerals. They produce lab reports and take exams in these courses.
Together with GEOL 100, students study erosion, weathering, and soil development in GEOL 335: Earth Surface Processes. These two courses along with PHYS 205 also address the multiple scientific theories of the origin of galaxies, planets and stars and the concepts of the interaction of forces and other physical science concepts about earth and astronomical change. Exams are the primary source of students products. In PHYS 205: Astronomy candidates learn about the relationship between the sun, moon, and earth in order to explain specific phenomena. They produce lab reports and take exams in this course. GEOL 101/102 are foundational courses in that students study the concepts of weather and climate and ocean environments and how the physical forces on the surface off the earth interact with them.
During ED 456: Science Methods, teacher candidates demonstrate their knowledge of earth and space science through the development of their teaching unit which is located in their candidate work sample. This unit emphasizes the geophysical processes that govern the earth and the interaction of those processes to life on earth. Many candidates choose to display these units in their electronic portfolio.
Enhancements For Physics Teachers
Course Work |
** Artifacts |
PHYS 211/212: Engineering Physics; NS 150: Introduction to Natural Sciences; ED 456: Secondary Science Methods |
Homework portfolio, journal, lab portfolio, candidate work sample, performance portfolio |
*All Chemistry syllabi
are provided hard copy
format in the Evidence
Room.
**Artifacts are
located in the Evidence
Room in hard copy format.
PHYS 211/212: Engineering Physics teach students the major concepts and principles of physics and how to apply appropriate mathematical principles to the major concepts and principles of physics. They additionally provide a comprehensive knowledge of algebra, trigonometry, and geometry along with a fundamental knowledge off calculus, statistics, and practical electronics. In NS 150: Introduction to Natural Sciences, they study contemporary physics events and research. In Ed 456: Secondary Science methods, their unit plan demonstrates that they have to understand the interaction of matter and energy in the physical world and the mathematics that describe and predict such interactions. This knowledge additionally is demonstrated during ED 460: Professional Internship II (6-12) when teaching the concepts in the classroom. The primary products in these courses are portfolio, exams, and journals. Candidates are provided opportunities to demonstrate their knowledge in physics through their teaching while in-the-field, OSTE and college supervisor evaluations, Candidate Work Sample, and electronic portfolio.
Baccalaureate Degree in Social Science with Secondary Education Certification (6-12)
The Division of Social Sciences offers a Baccalaureate with course work directed towards Secondary Education teaching certification in Social Studies for the State of Idaho. The degree provides students with both depth and breadth of content in Social Science disciplines and course work in Social Science methods and theory with course work that focuses on both United States and global diversity.
The Social Science degree with Secondary Education Certification is made up of three components: the College’s required General Education Core course work; the Social Science major course work and the Secondary Education courses for Idaho State Teachers’ Certification (see Bachelor of Science in Social Science with Secondary Certification Plan of Study). Students who indicate an interest in such a program are assigned a Social Science Division advisor for their major and an Education Division advisor for the Education component of the degree. Initially, students receive most of their advising from their major advisor in the Social Sciences division. As they complete their General Education core course work and move into upper division major courses, they are encouraged to meet more often with their Education Division advisor, to ensure that their major content courses meet the current and changing Division and State certification requirements. Students receive 41 credits within the general education core, 16 credits of a foreign language, 42 credits in the social science program, and 48 credits in secondary education certification.
The General Education component of this major includes 41 credits of course work across the Liberal Arts which provides a broad base of the social studies disciplines such as history, economics, geography, and political science. These courses emphasize foundational skills in computation, writing, and critical thinking. The Social Science component is designed to help the student meet basic State certification requirements with courses such as: PSYC 205: Developmental Psychology; HIST 111 and HIST 112: United States History survey courses; and POLS 101:American National Government. In addition, students are required to take one upper division Integrative Seminar, which has a general focus on either an ethical concern in society or an issue of values in society. Some examples of these integrative seminars include the following topics: Censorship and Society; Gender and Culture; Wilderness; Propaganda; Ethics and Ecology; Science and Society. Students are encouraged to complete their lower division General Education core by the end of their sophomore year and the integrative seminar sometime during their Junior year.
The Social Science major is composed of 42 credits of content course work which ensures that students have depth and breadth of Social Science course work as well as theory and the ability to interpret and conduct basic research in one of the disciplines. In addition, it requires students to meet all requirements for Secondary Certification in one of the Social Science disciplines: History; Political Science; Economics; Sociology; and Anthropology. Regardless of which concentration area students select, they can complete a minimum of 20 credits of History course work, as well as required and elective courses in the other disciplines to ensure they meet minimum content requirements for the State. In addition, all students in the Social Science Division must take a minimum of 8 credits of a college-level foreign language for a Bachelors of Science degree; they may take two years worth of the same language for a Bachelor of Arts degree.
The Social Science major consists of six parts: an Introductory component; a Skills component; a Concentration area; a Breadth area; a Diversity component; and a Senior Research project.
The Introductory Component consists of a 100-level introductory course in whichever of the Social Sciences disciplines a student may choose for the concentration area of their program. Social Science majors seeking Secondary Education certification are required to take two courses: HIST 101 and HIST 102, the two-course series of World Civilizations in order to meet current State standards. Most of these majors choose History or Political Science as their concentration area in order to best meet the State’s content requirements.
The Skills Component requires all majors to take four courses: two are required with some choice for the remaining two courses. They take POLS/PHIL 200: Social & Political Philosophy and SOC SCI 300: Statistics: They may choose two other methods courses: these include Methods in Historical Research, Computers in the Social Sciences, Social Science Research Methods, and Ethnography.
The Concentration Area requires students to take 12-15 credits (four to five courses) in their specified area of concentration, typically History or Political Science for those with a Secondary Education emphasis. These must be at the 200, 300, or 400 level of course work and may include courses in a wide range of content areas.
The Breadth Area requires students to take 9-12 credits (three or four courses) in any of the Social Science disciplines outside their concentration area (Sociology, Economics, Anthropology, or Political Science if they have chosen History as their concentration). If students choose History for their concentration area, they have a minimum of 24 credits in History (eight courses) to satisfy current state requirements. If they choose another area of concentration, they need three History courses beyond their Gen Ed Core and Introductory Component course work to ensure a 20-credit History minimum. They can easily make those up in their Breadth Area and in the Diversity Component of the major.
Students must complete two additional requirements for the Social Science major: a minimum of two courses that focus on cultural diversity, and a Senior Research project. The Diversity component must include one course that focuses on U.S. diversity and one that focuses on global diversity. Students may satisfy this requirement from a variety of course offerings in the Division’s disciplines: Economics; History; Political Science; Anthropology, and Sociology. Finally, students complete a one-semester research project in their senior year that focuses on a topic of interest to them. It is designed to help them integrate the content of their concentration area with the theory and methods courses they have taken. The project requires students to make a formal presentation of their research to the Division’s faculty (and any interested students).
While working on the Skills, concentration, Breadth, and Diversity components of their Social Science major, Social Science majors who seek Secondary Certification work with their Education Division advisor as well. In particular, while working on their Social Science major course work, they complete six ‘Pre-Professional Foundation’ courses designed to prepare them for admission to the Teacher Education Program. The ideal is that by the time students have completed their Gen Ed Core and Major requirements (including the year’s foreign language requirement), they will have completed the Pre-Professional course work and be ready to apply for admission to the Education Division’s program. The Phase I Pre-Professional courses include 18 credits (six courses) from a variety of areas related directly to teaching. Upon admission to the program, they complete an additional 15 credits (6 courses) of Phase II Professional Internship I. It is in Phase II that students complete ED 456--Content Methods: Social Studies and the ED 458 Professional Internship I. In Phase III students complete a final 15 credits (3 courses) including ED 460 Professional Internship II. Upon successful completion of Internship II, submission of an approved Performance portfolio, and passing an Exit Conference in which the student, OSTE (cooperating teacher), two faculty members, and a school administrator (if available) participate, the student is recommended for initial teacher certification.
To ensure a broad knowledge base of the social studies disciplines, students take course work in anthropology, history, Native American Studies, contemporary events, principles and theories of macroeconomics and history of civilization. Student products are tests, essays, reading reviews, research and oral presentations, papers, and group presentations. (See following charts.)
Foundation Standards for Social Studies Teachers
*Course Work |
**Artifacts |
ANTH102: Cultural Anthropology; ANTH120: World Prehistory; ANTH170: Introduction to Native American Studies; SS499: Senior Research Project/Seminar; SS150: Introduction to the Social Sciences; HIST240: Native American History; ECON 101: Contemporary Events; ECON201: Principles and Theories of Macroeconomics; ECON202: Principles of Microeconomics; ECON 465: International Economics; HIST 101/102: History of Civilization; SOC325: Social Stratification; SOC101: Intro. to Sociology; ED 456; Social Studies Methods |
Content Areas: Tests (Objective/Essay); Class Participation; Informal and Formal Essays, Reading Reviews; Oral Presentation; Research Project/Presentation; Geography quizzes; Social Science in the News; Writing Assignments; Response and Research Papers --Teacher Preparation: Portfolios, Candidate Work Sample, videos of micro-teachings, lesson plans, unit plans, Service Project Plan |
*All Social Science
syllabi are provided
hard copy format in the
Evidence Room.
**Artifacts
are located in the Evidence
Room in hard copy format.
In addition, to the above course work addressed in the chart, teacher candidates take HIST 111/112: United States History and ECON 465: International Economics in order to demonstrate their understanding of ways nations and societies have changed over time and ways in which independent and interdependent systems of trade and production develop. Essays are the primary products. In conjunction with the courses in the chart, HIST 111/112: United States History; SS350: Gender & Culture; and ANTH 365: Comparative Religion all provide content knowledge regarding the impact that culture, religion, technology, the quest for equality, and other factors on historical processes. ANTH 170: Introduction to Native American Studies; ECON 102: Contemporary Economics, ECON 201: Principles and Theories of Macroeconomics, and HIST 102: History of Civilization specifically address teacher candidates' ability to understand the responsibilities and rights of citizens in the United States political system and how citizens exercise those rights and participate in the system.
In order to demonstrate knowledge regarding the principles and processes of a democratic society, teacher candidates take ANTH 170: Introduction to Native American Studies; ANTH 311: Culture and Education; ECON 101: Contemporary Economics; ECON 201: Principles and Theories of Macroeconomics. HIST 101/102: History of Civilization specifically provide a broad knowledge base of the social studies disciplines. Essays, reading reviews, tests, class participation, and essays comprise the bulk of teacher candidate products. With the addition of SS499: Senior Research Project, ECON/SS 300: Statistics Methods, HIST 111: U.S. History, and ECON/SS 300: Statistics Methods, all courses in the chart address appropriate use of maps, graphs, charts, tables, and statistical data in interpreting social studies concepts.
Through the use of essays, group participation, class attendance, tests, discussion and assignments in their Social Science courses, teacher candidates demonstrate their disposition regarding their ability to recognize the importance of the social sciences in enabling students to become responsible, contributing members of society, recognizing the interconnectedness of the social science disciplines and the importance of connecting current events and global awareness to students' lives. SOC101: Introduction to Sociology particularly addresses current events and global awareness to students' lives. Their disposition and performance become additionally apparent in the Secondary Education Teacher Education Certification Program which compliments the Social Science curriculum through pedagogical course work, on-site experiences, and supervised teaching in-the-field during Phases I, II, and III. As a result, teacher candidates demonstrate their disposition as a professional and quality of performance not only in pedagogical course work but in the field as well. Teacher candidates use appropriate technology while seeking certification in the Social Sciences participate in ED456: Social Studies Methods, ED453: Media and Technology for Teaching and ED454: Teaching Strategies where they develop their Candidate Work Sample in their content area (demonstrated in their Performance electronic portfolio). As a requirement for their Candidate Work Sample (see Performance portfolio) and in collaboration with their OSTE, teacher candidates also develop a four-week teaching unit which they teach during Phase III of their professional internship. Consequently, they are provided opportunities to demonstrate their ability to trace and analyze chronological periods, examine the relationships of significant historical concepts as well as encourage and guide investigation of nations and cultures in terms of their diversity, commonalities, and interrelationships.
Their performance is assessed during their on-site experiences and pedagogical course work primarily using a variety of rubrics (see Policy Handbook). They are evaluated by their OSTE, college supervisor, peers (when appropriate), and themselves. In addition, they present their performance portfolios with integrated Candidate Work Sample, are required to pass the PRAXIS in their content fields, provide their GPA, and successfully complete their Progress Conference during Phase II and their Exit Interview during Phase III. All of these multiple assessments provide clear and convincing evidence regarding each candidate's ability to provide opportunities to trace and analyze chronological periods and to examine the relationships of significant historical concepts, encourage and guide investigation of nations and cultures in terms of their diversity, commonalities and interrelationships.
The Social Studies curriculum in ANTH 102: Cultural Anthropology, ANTH 170: Introduction to Native American Studies, ANTH 280: Culture and Environment, and ANTH 320: North American Indians, and SOC 325: Social Stratification allow teacher candidates the opportunity to integrate knowledge from the social sciences and the humanities in order to prepare their students to live in a world with limited Exhibits, ethnic diversity, cultural pluralism, and increasing interdependence. In addition, SOC 325: Social Stratification addresses understanding about leadership, group, and cultural influences regarding their contribution to intellectual, social, and personal development. SS385: Research Methodology specifically incorporates current events and research into the curriculum. Students demonstrate their knowledge in this course through a major research paper.
Teacher candidates have ample opportunity to demonstrate their understanding through their course work in both the social science and in education as well as apply their knowledge when teaching in the field. In their teaching unit and lesson plans, teacher candidates are expected in ED 454: Professional Teaching Strategies, ED 456: Social Studies Methods and ED 458: Professional Internship I, and ED 460: Professional Internship II to demonstrate their ability to incorporate current events and research into the curriculum as well as use maps, graphs, charts, tables, and data interpretation when presenting social studies concepts.
Enhancements for Economics Teachers
*Course Work |
**Artifacts |
ECON 101: Contemporary Economics; ECON 201: Principles and Theories of Macroeconomics; ECN 202: Principles of Microeconomics; HIST 101/102: History of Civilization; ANTH 102: Introduction to Cultural Anthropology; ECON 465: International Economics; ED 456: Social Studies Methods |
**Tests, short informal writings and formal essays, map and geography quizzes, exams, research papers; eacher Preparation: Performance Portfolios, Candidate Work Sample, videos of micro-teachings, lesson plans, unit plans, |
*All Social Science
syllabi are provided
hard copy format in the
Evidence Room.
**Artifacts
are located in the Evidence
Room in hard copy format.
To demonstrate their knowledge of Economics, teacher candidates take courses listed in the above chart. Products in the content area are tests, short informal writing and formal essays, map and geography quizzes, exams, and research papers. In Phase II of their certification program, teacher candidates are required to take ED 456: Social Studies Methods where they must demonstrate their knowledge through different products such as their performance portfolios, the Candidate Work Sample, lesson plans and unit plans. Economics is one of the areas in social studies that candidates choose to demonstrate their knowledge.
To understand voluntary exchange, unemployment, price influences, credit/debt, market incentives, interest rate, free market and imports/exports, teacher candidates take such courses as ECON 101: Contemporary Economics; ECON 201: Principles and Theories of Macroeconomics; ECON 202: Principles of Microeconomics, and ECON 465: International Economics.
They learn about the concept of money and the many influences on economics systems in courses such as ECON 101: Contemporary Economics; ECON 201: Principles and Theories of Macroeconomics; HIST 101/102: History of Civilization and ANTH 102: Introduction to Cultural Anthropology. In addition, they learn about different types of economic entities and how they differ from one another and understand how economists and entrepreneurs have shaped history as well as their impact on current economic practices in these courses. ECON 101: Contemporary Economics and ECON 201: Principles and Theories of Macroeconomics specifically address concepts of sound personal finance.
Teacher candidates demonstrate their ability to apply economic principles in the lesson plans and micro-teachings, the Candidate Work Sample, and the performance portfolio they develop during ED 456: Social Studies Methods and in-the-field teaching during Phase III of their certification program (ED 460: Professional Internship in Education II) when they are out in the field full time and evaluated by their On-Site Teacher Educator (OSTE) and college supervisor.
Enhancements for Geography Teachers
*Course Work |
**Artifacts |
ANTH 280: Culture and the Environment; SS150: Introduction to the Social Sciences; ANTH 102: Introduction to Cultural Anthropology; HIST 101/102: History of Civilization; ED 456: Social Studies Methods; ED 460: Professional Internship in Education II; SS 292: Introduction to Geography |
Tests, papers, quizzes, map quizzes, formal essays Performance portfolio, Candidate Work Sample, OSTE/College Supervisor Evaluations |
*All Social Science
syllabi are provided
hard copy format in the
Evidence Room.
**Artifacts
are located in the
Evidence Room in hard
copy format.
Geography is approached as an integrated discipline and is interwoven throughout all the courses listed in the above chart. For example, understanding the spatial organization of peoples is addressed in ANTH 280: Culture and the Environment; SS 150: Introduction to the Social Sciences; ANTH 102: Introduction to Cultural Anthropology; and HIST 101/102: History of Civilization. These same courses also include knowledge of the physical characteristics of places and regions, and their inhabitants. HIST 101/102: History of Civilization specifically develops an understanding of the reasons for the migration and settlement of human populations. In addition, SS 292: Introduction to Geography candidates identify and describe the major regions of the world; describe geophysical forces that have shaped the world; demonstrate understanding of historical development and the relationships of geography to current issues, and understand the basics of GIS. The primary sources of evidence are tests.
Understanding how human actions modify the physical environment and how physical systems affect human activity and living conditions is integrated into courses such as ANTH 280: Culture and the Environment; SS 150: Introduction to the Social Sciences; and ANTH 102: Introduction to Cultural Anthropology.
During ED 456: Social Studies Methods and ED 460: Professional Internship in Education II, and in collaboration with their instructor, OSTE, and college supervisor, teacher candidates demonstrate their ability to use present and past events to interpret political, physical, and cultural patterns as they write unit plans, lesson plans, and prepare their Candidate Work Sample for their performance portfolio. Information related to the earth's dynamic physical systems and their impact on humans is integrated into their instruction while in the field. While they learn about population dynamics and distribution to physical, cultural, historical, economic, and political circumstances and about the earth's physical systems and varied patterns of human activity to world environmental problems in ANTH 280: Culture and the Environment, they demonstrate their ability to apply that knowledge through lesson preparation and teaching. In addition, they demonstrate their knowledge in the education courses and teaching in the field when they use appropriate geographic Exhibits (e.g., globes, atlases, maps, map projections, newspapers, journals, and databases) during instruction or classroom décor.
Enhancements for Government and Civics Teachers
*Course Work |
**Artifacts |
ANTH 170: Introduction to Native American Studies; ANTH 102: Introduction to Cultural Anthropology; HIST 101/102: History of Civilization; ED 456: Social Studies Methods; ED 460: Professional Internship in Education II |
**Exams, papers, geography quizzes, lesson preparation, micro-teaching, in-field instruction, analytical writings, formal essays |
*All Social Science
syllabi are provided
hard copy format in the
Evidence Room.
**Artifacts
are located in the Evidence
Room in hard copy format.
Teacher candidates gain understanding of the relationships between civic life, politics, and government when taking such courses as ANTH 170: Introduction to Native American Studies; ANTH 102: Introduction to Cultural Anthropology; and HIST 101/102: History of Civilization. In addition, ANTH 170 and HIST 102 both provide understanding of the Foundation Standards and principles of the United States political system. These two courses also specifically address the organization and formation of the United States government and how power and responsibilities are organized, distributed, shared, and limited as defined by the United States Constitution. These two courses also address civic responsibilities and rights of all inhabitants of the United States. HIST 102: History of Civilization provides understanding about the significance of United States foreign policy in the modern world and the role of international relations in shaping the United States political system.
ED 456: Social Studies Methods and ED 490: Professional Internship in Education II provide opportunities for teacher candidates to apply the principles of the United States political system through lesson preparation and instruction. For example, teachers candidates are observed by their OSTEs and college supervisors facilitating discussion of past and present issues confronting American society such as when teaching about the travels of Lewis & Clark and their contact with the Nez Perce.
Enhancements for U.S. History Teachers
*Course Work |
**Artifacts |
SS 499a/b: Research Project and Seminar; ANTH 170: Introduction to Native American Studies; HIST 240: Native American History; HIST 111: U.S. History to 1865; HIST 112: U.S. History since 1865; HIST 102: History of Civilization; SS150: Introduction to Social Sciences; ANTH 102: Introduction to Cultural Anthropology; ANTH 311: Culture and Education; SOC 325: Social Stratification; ED 456: Social Studies Methods; ED 430: Professional Internship I; ED 460: Professional Internship in Education II |
*Research paper and oral presentation, exams, quizzes, papers, brief analytical writings, formal essays, essay examinations; diversity observations |
*All Social Science
syllabi are provided
hard copy format in the
Evidence Room.
**Artifacts
are located in the Evidence
Room in hard copy format.
In order to understand the role of exploration and expansion in United States History, teacher candidates take ANTH 170: Introduction to Native American Studies; HIST 240: Native American History; HIST 111: U.S. History to 1865 and HIST 102: History of Civilization. ANTH 170, HIST 112: U.S. History since 1865, and HIST 102 additionally address the effect of migration and immigration on the evolution of the United States and the political, social, cultural, and economic responses to industrialization and technological innovations. They also teach how the development of the United States is related to international relations and conflicts.
Because understanding the cultural and social diversity of the peoples of the United States is critical to social studies instruction, a variety of courses address this issue: ANTH 170, SS150l, ANTH 102, ANTH 311, HIST 112, HIST 240, SOC 325, and HIST 102A. ANTH 311: Culture and Education is particularly critical for teacher candidates as it is the study of learning in other societies and among subcultural groups in the United States. Teachers candidates write a series of papers based on microthemes and a final research paper that details some aspect of education in another society. In addition, teacher candidates are required to visit alternative schools, observe instruction and teacher/student interaction and provide a summary evaluation of their observations as a requirement of ED 430: Professional Internship in Education I.
The courses listed in the above chart additionally increase understanding of cultural and social diversity of the peoples of the United States and the history and interrelatedness of non-American cultures and their influence on American culture. SOC 325: Social Stratification particularly analyzes class, status, and power where teacher candidates are required to evaluate the impact of inequality on the institutions and individuals in society through essay examinations and a research paper.
During ED 456: Social Studies Methods and ED 460: Professional Internship in Education II, teacher candidates incorporate contemporary history into curriculum to show the relevance of history and convey significance of the impact of other nations and cultures on United States history.
The Social Science curriculum offers great depth and breadth of courses that amply provide knowledge for successful classroom instruction. The capstone course is SS 499a/b: Senior Research Project and Seminar which is the second of two sequenced courses for Social Science major