INSPIRED TO LEARN

“I touch the future ….I teach!”  — Christa McAuliffe

This quote by Christa McAuliffe, the renowned teacher who lost her life in the Space Shuttle Challenger in 1986, sums up the impact educators have on the lives they touch daily.   Teaching is an admirable and rewarding profession; and in our current climate, teachers are in demand! The number of candidates reported to be currently enrolled in teacher preparation programs in Wisconsin has decreased significantly since 2013; and during that same time span, emergency licensing in Wisconsin has increased by as much as 60%, according to the Wisconsin Educator Preparation Annual Report. The bottom line is:  We need teachers!

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The Program

The Marian University major in Middle Secondary Education prepares students to teach youth ages 10-21 (grades 5-12).  Students are prepared to view children and youth in a holistic manner, to understand the developing human person, to assess learning, and to teach through the application of appropriate curriculum and methodology.   This program requires an academic major leading to licensure, such as biologybroad field science, broad field social studies, chemistry, English or mathematics.

For more details regarding this program, view Marian’s Academic Bulletin.

Sample Course Plan:
Download Sample Course Plan

127 Credits Required for Graduation

46-49 Liberal Arts Core Curriculum University Requirements as required:

MAT Common Core, 3 cr.

An introductory course which studies the nature and purpose of national, state, and local government, the Constitution, and the institutions and pressures of American society.

This introductory philosophy course builds on the critical reading and thinking outcomes students will have achieved in the First Year Seminar, and prepares students for their future studies and for life by leading them to develop their abilities in three outcome areas: Interpretive Reasoning, Critical Reasoning, and Global Citizenship. Through engagement with historical, multicultural, and contemporary texts students will learn how to interpret texts, move from evidence to conclusions, and use their interpretations and conclusions to live a more examined life.

A survey of the changes which occur during the entire lifespan as people develop: physical, motor, cognitive, moral, and social-emotional. Developmental theory and research data are critically considered. Application of existing knowledge about the variables which affect the course of development is emphasized.

Prerequisites:

ENG 001 Basic Writing, Appropriate English placement test score or ENG 001.

A course designed to enhance students’ composition and critical thinking skills, by providing experiences with a range of writing strategies. This course will focus primarily on the writing of clear and thoughtful expository prose, as well as the identification and use of the rhetorical modes of development: narration, description, definition, division, classification, process analysis, comparison/contrast, cause/effect, and evaluation/analysis. Further, this class requires students to demonstrate their understanding of these rhetorical modes and their skill in employing them. Students develop their awareness of the resources of language and of the stages in the writing process. The course aims to make students competent in standard edited English and to prepare them for the writing they will do in college and in their careers.

Prerequisites:

ENG 105 Expository Writing, or appropriate English placement test score

A course introducing students to the principles of college research, with emphasis on analytical reading of research material, focused use of sources, and the methodology of citation and documentation. This course will focus primarily on the translation of critical reading and critical thinking into critical writing by reinforcing and expanding upon the rhetorical modes, the foundational mechanics, and the composition skills taught in the Expository Writing Course as well as the critical-thinking, critical-reading and library skills introduced in the First-Year Seminar. In this class, students refine their awareness of the resources of language and of the stages in the writing process. The course aims to make students proficient in standard edited English and to prepare them further for the writing they will do in college and in their careers.

An introduction to Christian theology understood as the critical and reflective study of God’s revelation through the person, life, and teaching of Jesus Christ and of the implications of this revelation. Proceeding from the Catholic intellectual tradition and incorporating perspectives of other Christian traditions, this study aims to present theology as a striving for the harmony of faith and reason. Through critical study and reflection, students are introduced to specific concepts, terminology, and methodologies needed to participate well in on-going theological dialogue. Students have the opportunity to apply and reflect on their knowledge in written work, presentations, service-learning, community service, and/or retreat experiences.

THE Elective, 3 cr.
Music Common Core, 3 cr.
Art Elective, 3 cr.
Literature Common Core, 3 cr.

An introductory biology course for non-majors. The relationship between structure and function is emphasized at the cellular and organismic levels. A survey of taxonomy and classification, cell biology, plant biology, human physiology and ecology is provided. (May be taken as “lecture only” or concurrently with BIO 150.)

Topics correspond to lecture material, including taxonomy, cell biology, plant biology, human physiology and ecology. Dissection of a fetal pig is required. (Laboratory experiences strongly enhance and support material in BIO 100 and concurrent registration is recommended.)

OR

A study of the organization of ecosystems and human use of natural resources, including problems and opportunities generated by human interaction with the environment. Basic ecological principles are applied to current environmental issues and topics. Environmental case studies and current environmental literature are employed. Laboratory activities include field trips, simulations and other activities designed to enhance lecture topics.

OR

This course is a service-learning intensive biology course where students learn about environment stewardship through participation in the maintenance and restoration of local ecosystems, for example, stream monitoring and invasive species removal. Through the hands-on projects and selections of readings, the student will develop an understanding and appreciation for environmental stewardship. The course fulfills the one-credit laboratory requirement under general education. The course will be a hybrid course where much of the content will be delivered in an on-line format with one-day-a-week meetings to participate in field trips and stewardship projects. Due to the service learning and environmental aspects of the course, students must be able and willing to perform light labor (on the level of gardening) and a moderate amount of hiking. Students will be required to provide their own transportation to nearby locations, car pooling and cost sharing will be encouraged under Marian University’s policy on approved drivers for field trips.

One Course from:

An introduction to the fundamental principles of Chemistry including modern concepts of atomic and molecular theory, physical states of matter, stoichiometry, chemical bonding, gas laws, equilibria and reactions of inorganic compounds.

Prerequisites:

CHE 001 Preparatory Chemistry, or high school chemistry; MAT 001 Basic Algebra, or appropriate math placement test score

An introductory course for non-science majors. This course provides a basic knowledge of chemistry and its application to everyday life with special focus to biological and medical applications. With laboratory.

A general introduction to the basic principles of chemistry and physics and their application in contemporary society. The course, for non-science and non-nursing majors, includes a laboratory experience with experiments designed to assist the student in understanding the concepts discussed in lecture.

An introduction to the physical nature and processes of the earth, along with the chemical bases for them. Dynamic processes of landscape formation and change as shaped by the forces of plate tectonics, weather, and ground and surface water will be studied. Planetary geology will be introduced. The laboratories will complement lectures with both indoor study and field trips to study local examples.

A course in the basics of meteorology in which students study the atmosphere and its physical processes including large scale climatological and local weather phenomena, their impact on society and on other aspects of ecological systems. Measurement of physical characteristics such as temperature, atmospheric pressure, humidity, and wind along with data collection and analysis are included in laboratory exercises. Mathematical problem-solving skills will be emphasized. Professional meteorology and climatology are examined. Unusual and dangerous weather conditions, their causes and effects are studied and students are introduced to microclimatology.

Prerequisites:

MAT 201 Calculus I, or Corequisite

This is a lecture and laboratory course which stresses the fundamental principles of mechanics, momentum, work and energy, rotational motion and fluid statics and mechanics. The course will use calculus in derivation of the laws of physics as well as in problem-solving.

Prerequisites:

MAT 112 Pre-Calculus Mathematics, MAT 114 Algebra and Trigonometry, with a grade of C or better, or appropriate math placement test score

A one-semester lecture and laboratory physics course. Topics addressed include the fundamentals of kinematics, dynamics, statics, oscillation, electromagnetism, and optics.

3 credits from:

A survey of world civilizations from human origins to the 16th century. Exploration of the cultural, political and economic development of humankind in a global context.

A survey of world civilizations from the 16th century to the present. Exploration of the cultural, political and economic development of humankind in a global context.

3 credits from:

A survey course in which the cultural, political and economic events that have shaped American history from the precontact period to 1877 will be explored. The course will pursue several key topics including the evolution of race and gender relations, independence, the emergence of popular democracy, the era of the Civil War and Reconstruction and the impact of industrialism and urbanization upon American life.

A survey course in which the cultural, political and economic events that have shaped American history from 1877 to the present will be explored. The course will pursue several key topics including the continuing development of race and gender relations, the impact of industrialism, the world wars and the Cold War upon American life.

3 credits from:

This course focuses on the exploration of fundamental principles of effective communication. Skilled communication behaviors are developed through the study and practice of interpersonal communication, public speaking, listening, and group dynamics. Practical applications include class discussion, group activities, listening exercises, and individual presentations.

A course applying traditional rhetoric and communication theory to oral presentations. Students study, write, deliver and evaluate public speeches. Emphasis is placed on the students’ ability to speak from an outline in a variety of situations including informative speaking, persuasive speaking and demonstration speaking. All presentations are made in class and videotaped to aid in evaluation.

Middle-secondary education courses, 37 credits:

 

Introduction to the foundation and philosophical background of education in the United States, through examination of principles, policies, current trends, and history. An overview of the knowledge and performance skills needed to become an effective teacher, including a 10 hour field experience in a partner school classroom.


Corequisites:

The course will focus on the educational implications of psychological principles and theories of child and adolescent development derived from research. The application of theories and principles will emphasize components of the teaching-learning situation.

Introduces and begins to develop foundational skills for clinical practice such as lesson planning, instructional approach, assessment, integrating technology, and classroom management. Students will plan and deliver micro-lessons and engage in reflective practice. This course includes a 20 hour field experience.

Prerequisites:

Critical examination of factors that impact student learning, ie: sexual orientation, gender, religion, socio-economics, language, and age. Forces of discrimination in schools are evaluated. Particular attention is given to critical race theory, educational equity, and critical social justice theory. American Indian culture is studied. Students have opportunities to develop relationships with people from various cultural backgrounds. Includes a 10 hour field experience.

Pre-student teaching clinical experience for all teacher education candidates. Students complete a 60-hour field experience, under the supervision of the cooperating teacher. Students apply and analyze instructional methods, assessment alternatives, reading strategies, technology integration, co-teaching and collaborative methods, through teaching experiences and reflective practice.

Exploration of theoretical reading foundations and current best practices to develop understanding of literacy in the content areas. Emphasis is placed on motivation, cognition, memory, and verbal processing as applied to reading methodology. Students will develop and implement lessons integrating reading strategies in content areas, assess results, and use data to design subsequent reading interventions.

Prerequisites:

Addresses the characteristics of exceptional children and introduces successful inclusive teaching practices. Topics covered may include disability conditions, gifted and talented, legislation, collaboration, planning, assessment, response to intervention, and diversity. Includes a 20 hour field experience.

Prerequisites:

Permission of faculty

Corequisites:

Pedagogical theories are applied to authentic learning environments. Students compile comprehensive work samples for planning, instruction, and assessment. Student teaching experiences are shared with peers in a supportive manner.

Prerequisites:

Permission by faculty

Corequisites:

Students engage in the practical application of educational theory and best practice during a full semester of student teaching that is developmental in scope and sequence, and corresponding to the student’s licensure program(s). Under the supervision of a cooperating teacher and college supervisor, the teacher candidate will assume full responsibility for planning lessons, delivering instruction, and assessing student learning.

3 credits from

This course makes the student cognizant of the chief areas of knowledge that are necessary for teaching foreign languages at all levels. It presents a unique audio-lingual approach followed by the skillful integration of reading and writing. Topics include classroom management, theories, principles, and practical classroom applications of instructional strategies and curriculum development for teaching foreign languages.

A course designed to help the student to acquire the understanding and skills necessary to become an effective teacher of English at the middle and secondary level. The course stresses practical approaches and principles which may be applied during the student teaching experience. Topics include planning, teaching methods, classroom management, evaluation, grading, and curricular trends.

Designed to assist aspirant social studies teachers in establishing curricular objectives; planning for instruction; evaluating learning in the social studies area; incorporating a variety of strategies and approaches in social studies education; and in promoting a sense of professionalism in the content area. Aspirant social studies teachers interact with area practitioners, make site visits, and engage in other appropriate activities.

A course in writing objectives, building curriculum models, selecting evaluation procedures, studying existing educational systems, comparing various instructional materials and programs and observing the developmental levels of learning. Emphasis is placed on the application of inquiry in the exercise of scientific method, enabling the student to relate the processes of goal setting, planning, evaluation, and decision making to each investigation.

A study of the goals and objectives of mathematics education in the middle and secondary school, the current trends in curriculum, instruction, assessment and evaluation, and the methods and materials used in teaching mathematics.

International Society for Technology in Education
ISTE Standards for Teachers
ISTE-T Standards

InTASC Model Core Teaching Standards
InTasc Standards

Wisconsin Teacher Standards
WI Teacher Standards

Teacher Education Program Mission

The mission of the Teacher Education Programs is to prepare candidates for the teaching profession by providing candidates with the knowledge, skills and experience necessary to assist them to develop the pedagogical, content and technological skills necessary to function effectively as a teacher in the areas of early childhood, elementary, middle school and secondary education.

Program Learning Outcomes

After completion of this program, candidates will demonstrate:

  1. An understanding of the teaching standards, including the knowledge, skills and dispositions expected of a professional teacher.
  2. Academic competence in a broad base of general education and in a major appropriate for the licensure being sought and demonstrate knowledge of a variety of effective teaching methods and materials (including technology) which utilize skills that effectively apply content knowledge and knowledge of children and adolescents to the learning environment.
  3. The ability to design instruction effectively using a variety of instructional strategies and adapting instruction to encourage the development of critical thinking, problem solving and performance skills for all students. Candidates also reflect on the instructional process to improve future teaching and learning experiences.
  4. An understanding and an ability to design, assess and evaluate (both formal and informal) assessments for student learning and reflects on the assessment process to improve future teaching and learning experiences.
  5. An understanding of a diverse student population and apply appropriate instructional strategies and assessments that acknowledge sensitivity to students’ diverse learning needs.

The middle-secondary education program prepares you for success in the 21st century classroom at the middle and high school level. Our program will equip you with the knowledge and skills to guide students to achieve their potential, especially toward a successful career in their area of interest. With numerous field and student teaching experiences, you’ll graduate prepared for middle-secondary education positions across the state of Wisconsin.

School of Education Assessment Reports

2014-15 Annual Analysis: Teacher Education Undergraduate Programs

wi-dept-public-instruction-logo         aacte-logo          caep-logo

Marian University is accredited by the Higher Learning Commission.

Admission to the Education Department

  1. A minimum cumulative grade point average of 2.50 upon completion of 40 credits
  2. Meeting one of the following criteria:
    1. Reported passing scores on all components of the Praxis Core tests (Required: Reading-156, Writing-162, Math-150
    2. ACT score of 23 or SAT score of 1030
    3. score of “Sufficient” or higher in Mathematics, English and Essay sections of the Accuplacer exam
  3. Successful completion of EDU 101: Introduction to Education (grade of “C” or better)
  4. Proficiency in speaking and listening (grade of “C” or better in COM 101 or COM 232)
  5. Completion of EDU 202: Psychology of Learning (grade of “C” or better)
  6. Successful completion of EDU 290: Introduction to Clinical Practice (grade of “C” or better)
  7. Submission of three Professional Disposition Performance Assessments

 

Philip Johnson, M.S.
Instructor
920.923.8752
prjohnson91@marianuniversity.edu

Polly Manske, M.S.E.
Assistant Professor
920.923.7151
pkmanske52@marianuniversity.edu

Sr. Cyndi Nienhaus, Ph.D.
Associate Professor
canienhaus06@marianuniversity.edu
920.923.6712

Kimiko Ott, Ph.D.
Assistant Professor
920.923.7146
kaott37@marianuniversity.edu

As part of the middle-secondary education program, you will gain a valuable foundation of knowledge in both your content area and a curriculum focused on student-centered teaching methods, classroom management and assessment. You’ll engage in field experiences as early as your sophomore year, in addition to a senior student teaching experience.

Kimiko Ott, Ph.D.
Assistant Professor
920.923.7146
kaott37@marianuniversity.edu

Support Staff
Ms. Leah Schraeder, Support Specialist III
laschraeder27@marianuniversity.edu
800.262.7426 ext. 8128 or 920.923.8128

Director of Field & Clinical Experiences
Mr. Phil Johnson
prjohnson91@marianuniversity.edu
800.262.7426 ext. 8752