M.A. in Teaching (M.A.T.) Courses

Applicants seeking the M.A. in Teaching with K-12 or 5-12 license (36-37 semester credits) are required to complete all courses including the appropriate methods course.

Applicants seeking only K-12 or secondary license (31 or 32 semester credits) are required to complete all courses listed, including the appropriate methods course, except EDUC614, EDUC755, EDUC790.

For course sequence, request a program calendar. Credits are listed in parentheses.

EDUC614 • Educational Research (1)
Focus is on understanding and reporting educational and psychological research. Learners will conduct online computer searches, appraise the quality of professional literature, cite research using APA style, and understand the options of writing a master’s thesis or conducting an action research project. Course is required of all master's degree-seeking learners and is strongly recommended for learners seeking only a license. Graded on an S/U basis.

EDUC621 • Foundations in Education (3)
Introductory examination of the profession of teaching. To adequately evaluate the current calls for reform and to provide needed leadership in shaping educational opportunities, learners need to understand the foundations of education. Areas of study are history, philosophy, psychology, sociology, legal matters, and current issues related to education. A focus is on the forces and ideas that have influenced and now shape education in America.

EDUC624 • Introduction to Theories and Practices of Teaching and Learning (3)
Focus is on theories and current research on how people learn and how to design instruction. Emphasis is on what we know about how the brain works and what we know about effective teaching and learning strategies. Theories of human development; theories of learning; overview of effective teaching strategies. Prerequisite: EDUC621.

EDUC630 • General Teaching Methods for 5-12 Classrooms (3)
An active learning and activity-centered course. Application of various pedagogical theories and methods in teaching middle and high school students through the practice of planning, implementation, and assessment procedures. Focus is on meeting the application/performance part of license standards as set by the Minnesota Standards for Effective Practice for Teachers. Prerequisite: EDUC621.

EDUC638 • Portfolio Seminar (1)
Focus is on completing a professional portfolio which uses a series of artifacts and reflections to demonstrate that an individual seeking a license has met the Minnesota Standards for Effective Teaching Practices (MNSEP) and content areas standards so that the learner can be recommended for a specific 5-12 or K-12 license. Class participants will analyze professional standards, select artifacts which demonstrate mastery of those standards, write portfolio reflections that connect the standards and artifacts, and organize a documentation portfolio or e-folio suitable for the MNSEP requirements.

EDUC661 • Field Experience (1)
Immersion in the secondary classroom and school environment. This in-school experience will provide the opportunity to teach from a learner’s own lesson plans or to slightly modify and teach from the cooperating teacher’s existing curriculum. Learners may complete this field experience through one of four options: paraprofessional, short-term substitute teacher, 30-hour in-school experience, or internship.

EDUC663 • Understanding Diversity and Student Needs (2)
Systematic discovery of the school and teaching environments in the following areas: different home cultures; diversity; student health; adolescents and substance abuse; effective teaching strategies; observation of the learning environment; refinement of personal philosophy of education; and development of effective tools of teaching.

EDUC665 • Teaching Content Area Literacy (2)
Emphasis is on the synthesis of multiple forms of literacy within the content area: reading, writing, media, and critical literacy. Learners will weave multiple facets of literacy into their content area, with the greatest emphasis on content area reading.

EDUC750 • Student Teaching Seminar (4)
Many of the skills and much of the knowledge introduced in prior courses will be practiced concurrently in student teaching and this course. Focus is on the development of reflective professional qualities and instructional and evaluative skills. Clarifying personal beliefs, enhancing communication skills, adjusting to diverse student needs, and development of effective learning environments are significant elements of the course. Taken concurrently with EDUC770.

EDUC755 • Preparing to Write the Thesis/Action Research Project (1)
Assists learners in preparing their master’s thesis or conducting an action research project. Focus is on the design process and includes the following topics: information on the nature and scope of the master’s thesis/action research project; selection and refinement of topic; APA style; and the oral examination process. Graded on an S/U basis. Prerequisite: EDUC614.

EDUC766 • Intensive Training for Integrating Special Education and English Language (ELL) Learners (1)

After the first student teaching placement, learners will engage in classroom observations, lectures by experts, and panel Q & A to analyze how to embed differentiated instruction for special education and English language (ELL) learners into the traditional classroom. The week-long training concludes with a day-long workshop for designing and/or revising lesson and unit plans to meet the needs of all learners. Graded on an S/U basis. Corequisite: EDUC770.

EDUC770 • Student Teaching (8)
Prior course knowledge and skills will be practiced under the supervision of a cooperating teacher and a college supervising teacher while learners teach. In the field experience and two student teaching placements, learners will have teaching experience at the elementary, middle, and high school levels. Graded on an S/U basis. Taken concurrently with EDUC750.

EDUC790 • Writing the Thesis/Action Research Project (3)
Exploration of a significant educational issue relevant to the learner’s professional involvement through an independent, individually supervised thesis or project. Graded on an S/U basis. Prerequisites: EDUC614, EDUC755.

Select one methods course from:

EDUC680 • Methods of Teaching 5-12 Mathematics (3)
Final preparations for entering the teaching profession. Learners are equipped with some of the tools necessary for becoming lifelong learners of teaching. Key topics include a variety of instructional methods, class management, and assessment strategies; math content in the 5-12 curriculum, including special emphasis on the NCTM Principles and Standards, Minnesota K-12 Mathematics Framework, and Minnesota Academic Standards; learning theory appropriate to mathematics teaching strategies; and exploration of tools and technologies for the support and enhancement of classroom instruction.

EDUC681 • Methods of Teaching 5-12 Science (3)
Current methods and approaches used in the teaching of science in grades 5-12. Examination of ways to develop and present curriculum with emphasis on content, scientific investigation, inquiry, assessment, and safe laboratory practices.

EDUC682 • Methods of Teaching Visual Arts, K-12 (3)
Materials, methods, and curriculum employed in teaching art at both the elementary and secondary levels. Historical survey of philosophy of art education and present trends. Studio time for exploration and application of media suitable for both elementary and secondary levels.

EDUC683 • Methods of Teaching World Languages and Cultures, K-12 (3)
Theories of language acquisition, language learning, and classroom methodologies at the elementary and secondary levels. Exploration of instructional resources, uses of technology, evaluative procedures, and classroom management. Development of a philosophy of communicative language teaching and practice in unit planning and teaching. Completion of oral proficiency assessment is required.

EDUC684 • Methods of Teaching TESOL, K-12 (3)
Theories of language learning, language acquisition, and classroom methodologies at the elementary and secondary levels. Exploration of instructional resources, uses of technology, evaluative procedures, and classroom management. Development of a philosophy of English as a second language, education, and practice in unit planning and teaching.

EDUC685 • Methods of Teaching 5-12 Communication Arts and Literature (3)
Concepts, strategies, and skills necessary for the successful instruction and assessment of students in grades 5-12 in reading, writing, speaking, media, listening, and literature.

EDUC686 • Methods of Teaching Business Education, 5-12 (4)
Learn practical methods for teaching business education to middle and high school students. Learners will connect their knowledge of business, both real world and coursework, with an understanding of how students learn and how to best ensure student success in the classroom.

EDUC687 • Methods of Teaching 5-12 Social Studies (3)
Development of ability to take concepts from several component disciplines of social studies and communicate them effectively to, or direct their acquisition by, secondary school students. Includes curriculum trends, materials, classroom methodologies, and teacher competencies.

EDUC688 • Methods of Teaching Health Across the 5-12 Curriculum (3)
Examination of the role of teachers within a comprehensive school health program. Overview of content and strategies for health instruction regarding the concepts of health and wellness, measures of health status, comprehensive school health education, positive lifestyle decision making, protective and risk factors for major health problems, injury and violence prevention, nutrition, physical fitness, drug abuse treatment and prevention, HIV/AIDS, and other special health concerns. Satisfies the health education requirement for Minnesota teaching credential.

Bethel University reserves the right to withdraw, modify, or add to the list of courses or the course descriptions.