TEACHER PREPARATION PROGRAM
HANDBOOK
EDUCATION DEPARTMENT
LEWIS HALL
1501 Morningside Avenue
Sioux City, Iowa 51106
TELEPHONE: (712) 274-5106
FAX: (712) 274-5470
www: http://www.morningside.edu
Revised Fall 2008
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Morningside College
Education Department Conceptual Framework
Teacher Education Theme: An Effective Educator is a caring professional who creates
interactive learning environments responsive to the diverse needs of students and society.
An Effective Educator is a caring professional. Caring educators respond thoughtfully
to a wide range of human needs and conditions and exemplify the virtues they seek to impart to
students. They understand that concern for knowledge and skills cannot be separated from
dispositions, those values and beliefs unique to each individual. The caring educators establish
and maintain a psychologically safe and healthy classroom based on positive and nurturing
relationships. They use individual and group guidance and problem-solving techniques to
develop supportive relationships with students. The environment created by caring educators is
characterized by mutual trust, respect, encouragement, and shared responsibility. Caring
educators modify the environment and learning experiences to meet the unique needs of each
learner while valuing the efforts of all students regardless of proficiency.
An Effective Educator establishes and maintains collaborative relationships with
colleagues, other professionals and families, and works effectively as a member of a professional
team. The caring educator serves as an advocate for students and their families and works for
the improved quality of programs and services. Effective educators continually seek to preserve
and improve the society by establishing caring communities of learners.
An Effective Educator is a professional who is academically proficient in the subjects
taught, a researcher of best practice, and an inquirer into the teaching profession. Professionals
reflect on their practice and create knowledge as they analyze problems, study situations, and
make decisions. In addition to being academically proficient in the subjects they teach, effective
educators are knowledgeable about encompassing professional standards. They have an
obligation to demonstrate a commitment to lifelong professional development to expand their
repertoire of knowledge and skills. Professionals must continue to strive for excellence, setting
high expectations for all students, as well as for themselves. They are informed decision-makers,
able to put their knowledge base of content and pedagogy into practice. The professional role
encompasses responsibilities that are assumed outside and in addition to those in the classroom
with students. Collaborative efforts with peers, community members, families, and students
provide a framework for enhancing the educational experiences of the students.
An Effective Educator is responsible for creating interactive learning environments in
which students have an opportunity to develop communication, collaboration, and leadership
skills, which, in turn, foster self-confidence, self-reflection, and personal growth. In an
interactive learning environment, students construct knowledge, not only receive it: think and
analyze, not only accumulate and memorize; understand and apply, not only repeat; are active,
life-long learners, not passive receivers of information. Both students and teachers participate in
the dynamic process of understanding and creating knowledge through implementing strategies
such as: cooperative learning, peer tutoring, cognitive coaching, teacher-directed instruction,
formal and informal assessment, and integrated technology to support learning. Effective
educators use an understanding of individual and group motivation, behavior, and brain
compatible learning to create and to facilitate learning environments that encourage positive
social interaction, active engagement in learning, and self-motivation. Through interactive
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teaching and learning, both teachers and students engage in far richer learning experiences that
noticeably enhance their growth and development.
An Effective Educator creates interactive learning environments responsive to the
diverse needs of students. Effective educators have a well-articulated instructional focus,
sensitivity to particular students’ strengths, interests, and unique needs. They create and
facilitate environments where students’ opinions are valued and respected. Effective educators
are knowledgeable about and recognize the importance of equitable and adaptable approaches to
knowledge construction. These approaches focus on the learning process, the development of
thinking skills, and understanding of dynamic relationship between curriculum content and real
life. Awareness of the diversity of students is modeled and practiced through the reflection of
acceptance, tolerance, flexibility, and mindfulness. As a result, effective educators become
other-oriented in their practice.
An Effective Educator is able to create interactive learning environments responsive to
the diverse needs of society. Effective educators recognize that education provides the means to
enable people to develop the knowledge, skills and dispositions necessary to participate in a
democratic society. A democratic society is built upon an informed citizenry that is productive
and that values the contributions of all its members. Effective educators make connections
between the classroom and the community so that communities become safe, tolerant places
where all citizens have access to information and where basic human needs are met. They
design learning environments in which there is a spirit of cooperativeness between members of
the classroom society while recognizing and valuing individual needs and differences. Within
the classroom setting, students learn to use symbol systems; apply knowledge in life; think
strategically; manage information; and learn, think, and create as a part of a team. Knowledge
and skills, practiced in an environment which recognizes, understands, and respects diversity,
will enable students to carry out the functions of a democratic society while enhancing personal
needs and interests.
The Education Department has adopted The Interstate New Teacher Assessments and Support
Consortium (INTASC) Standards as its departmental goals.
Education Department Goals
An Effective Educator:
1. Understands Content
Understands the central concepts, tools of inquiry, and the structures of the discipline(s)
taught and creates learning experiences that make these aspects of subject matter meaningful
for students.
2. Understands Development
Understands how children learn and develop, and provides learning opportunities that
support their intellectual, social, and personal development.
3. Understands Difference
Understands how students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
4. Designs Instructional Strategies
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Understands and uses a variety of instructional strategies to encourage students’ development
of critical thinking, problem solving, and performance skills.
5. Manages and Motivates
Uses an understanding of individual and group motivation and behavior to create a learning
environment that encourages positive social interaction, active engagement in learning, and
self-motivation.
6. Communicates
Uses knowledge of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the classroom.
7. Plans and Integrates
Plans instruction based upon knowledge of subject matter, state and national standards,
students, and the community.
8. Evaluates
Understands and uses formal and informal assessment strategies consistent with instructional
goals to evaluate and ensure the continuous intellectual, social, and physical development of
the learner.
9. Reflects on Practice
Is a reflective practitioner who continually evaluates the effects of his or her choices and
actions on others (students, parents, and other professionals in the learning community) and
actively seeks out opportunities to grow professionally.
10. Participates in the Professional Community
Fosters relationships with school colleagues, parents, and agencies in the larger community
to support students’ learning and well being.
1.
2.
3.
4.
5.
Additional Goals for Graduate Students
Locates, analyzes, and synthesizes research to address classroom or curricular issues.
Plans, conducts, and reports research that addresses classroom or curricular issues.
Provides leadership and collaborates with others.
Uses technology to support learning.
Understands current trends, practices and issues in education.
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Morningside College
Education Department
Individual Assessment Plan
Year/Semester
First year
Event/Assignment
 Checklist of Professional Behaviors
General Criteria
 Oral communication skills
 Interpersonal skills
 Attendance/participation
Evaluators
 Instructors from Foundations of
Ed, American Music Ed
 Filed in advising folder
Year/Semester
Sophomore
Event/Assignment
PPST
Evaluators
ETS sends scores to department
Sophomore
Sophomore
GPA
General Criteria
Math: 173
Reading: 174
Writing: 173
2.5 cumulative

Sophomore
Admission to Teacher Education
Application
 Endorsement by advisor

 Dispositional essay
Evaluation by field experience teacher

Individual interview
Portfolio Check #1
 Beliefs About Teaching Essay 1


Lesson plan
Evaluation by practicum teacher(s)
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
Key dispositions such as responsibility,
dedication, and attitudes toward diversity
 Written communication skills
Key dispositions such as responsibility, dedication,
attitudes toward diversity, and studentcenteredness
Oral communication skills
Interpersonal skills
Key dispositions such as responsibility, dedication,
attitudes toward diversity, and studentcenteredness
Articulate, well-reasoned, reflective
Written communication skills
Planning skills
Key dispositions such as responsibility, dedication,
professional growth, attitudes toward diversity,
and student-centeredness
Beginning pedagogical skills
Written communication skills, ability to locate
information, analysis skills
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Education Department
Education Department
 Academic advisor

Cooperating teacher

Interview teams composed of faculty
and practitioners
Instructional Design and Assessment
instructor and other faculty as needed
Year/Semester
Junior
Event/Assignment
Subject-specific lesson plans
Junior
Lesson presentation during field experience
Junior
Field experience evaluation(s)
Junior
Curriculum units/skill units
Junior (end of
year)
Portfolio Check #2—Materials from Check #1 +
 Videotape of teaching with self-reflection
 Curriculum unit
 All field experience evaluations
 Beliefs about Teaching/Learning Essay 2 –
Written Proficiency
 Professional growth
 Formal/professional paper
 Evidence of artifacts and rationale for 7 INTASC
Standards
General Criteria
 Appropriate objectives
 Well-planned and appropriate procedures
 Appropriate content
 Accommodations for diverse learners
 Assessment/evaluation procedures
 Design of appropriate instruction
 Pedagogical skills
 Professionalism
 Reliability
 Demonstration of ethics
 Potential for teaching
 Appropriate content and objectives
 Well-integrated lessons
 Creativity
 Use of technology
 Accommodations for diverse learners
 Use of assessment procedures
 Knowledge of child development

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Appropriate self-reflection and goal setting
Growth in curriculum writing
Growth in pedagogical skills
Growth in knowledge, skill and dispositions
Knowledge/use of professional
organizations/opportunities
Written communication and research skills
Evidence for minimum of 7 standards
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Evaluators
Methods instructors
Field experience teacher
Field experience teacher
Methods instructors
Faculty teams
EDUC 316 instructor
EDUC 321 instructor
Year/Semester
Senior
Senior
Senior
Event/Assignment
Admission to Student Teaching
 Application
 GPA
 Program director endorsement
 Goal-setting statement
General Criteria




Student Teaching
 Original teaching unit


Lesson presentation


Weekly reflections


Formative/summative evaluations
Observation reports
Portfolio Check #3—Materials from Checks 1 and 2 +
 Reflective paper describing the multicultural
experience
 Videotape of student teaching plus evaluation
describing growth over time


Original unit from student teaching
Student teaching final evaluation



Beliefs about Teaching/Learning Essay #3
Progress sheet from previous checkpoints
Evidence of artifacts and rationale for all 10
INTASC Standards
Technology Proficiency
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

Analysis and self-critique of pedagogical and
curriculum issues
Evidence of growth in all facts of student teaching
Analysis of lesson presentation, pedagogical skills,
classroom management, interaction skills
College supervisor
College supervisor and cooperating
teacher
College supervisor
Cooperating teacher
College supervisor
Education Department and teams of
cooperating teachers
Attitudes towards diversity; planning for diverse
classrooms

Observant critique of strengths, weaknesses,
growth, and goal setting

Appropriate objectives, content, procedures,
assessment, accommodations for diverse learners;
evidence of growth over time
Professionalism, growth, potential, academic and
pedagogical preparedness
Evidence of growth over time
Artifacts and rationale for 10 standards
Passing score (142 CK, 151 Assess)
ETS sends scores to department
Completes written research paper & presentation
EDUC 490 Instructor

Senior
Praxis II (Elementary candidates)
Senior


ILAC Information Literacy Proficiency
Appropriate objectives, content, procedures,
assessment, accommodations for diverse learners
Planning, pedagogical skills, assessment,
reflection
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Required courses/checkpoints successfully
completed
2.5 overall and in education courses
Potential for success in student teaching
Specific to student teaching, based on self-analysis
and self-reflection
Evaluators
Education Department
Secondary content instructors
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Accreditation of Teacher Preparation Program
Morningside College has a long tradition of providing quality education in teacher preparation at
both the undergraduate and graduate levels. Morningside’s teacher preparation program has full
approval by the Iowa Department of Education. The Music Education program is accredited
through the National Association of Schools of Music. Morningside College is fully accredited
by the Higher Learning Commission of the North Central Association of Colleges and Secondary
Schools.
Other Information
Section 207 of Title II of the Higher Education Act mandates that each institution of higher
education that conducts a teacher preparation program which enrolls students receiving Federal
assistance under this Act shall report to the State and the general public certain information.
Morningside College reported the following data for the 2007-2008 academic year: Total number
of students enrolled in the teacher education courses: 239; Number of student teachers: 53; Total
number of supervising faculty for student teachers: 12; Student teacher/supervisor ratio: 4.416:1
Total number of weeks of supervised student teaching: Single majors: 12 weeks, Double majors:
14 weeks; Average number of hours per week of student participation in supervised student
teaching: 40 hours.
Governance of Teacher Preparation Program
Requirements and rules governing teacher preparation are the joint responsibility of the
Education Department and faculty in other departments at the College, with the involvement of
Morningside students and teachers and administrators from local schools.
Education Department. The Education Department is given responsibility for developing and
evaluating all teacher preparation programs. It develops the conceptual framework and goals. It
also develops and implements the student assessment plan that includes criteria for admission,
continuation and completion of the program. Curricular changes in teacher preparation programs
must be approved by the Curriculum Policies Committee and ultimately by the general faculty;
policy changes in teacher preparation must be approved by the Education Department. Input
from faculty in disciplines outside education is sought on a regular basis. The Department is
responsible for maintaining the Education Resource Lab and a Teacher Placement Bureau.
Advisory Committee. The Teacher Preparation Advisory Committee, which usually meets on a
twice yearly basis, provides feedback on all aspects of the Teacher Preparation Program.
Members of the committee include former students at Morningside as well as teachers,
educational specialists, and administrators from local schools. Input is solicited from this group
for both the undergraduate and graduate programs.
Licensure Officer. The Licensure Officer is responsible for working with students upon
completion of their programs to apply for licensure with the State of Iowa. A thorough
explanation of how to apply for a teaching license is given to the students during the student
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teaching semester. The Licensure Officer also assists students in applying for teacher licensure
in other states and obtaining additional endorsements after graduation.
Student Rights
Non-Discrimination Policy. Morningside College is an education institution which admits
academically qualified students without regard to sex, age, race, color, creed, national or ethnic
origin, sexual orientation, or handicap, to the rights, privileges, programs, and opportunities
generally available to the students at the college; does not discriminate on the basis of sex, age,
race, color, creed, sexual orientation, national or ethnic origin, or handicap in its administration
of its educational policies or programs including admissions, financial aid, and athletics; is also
an equal opportunity affirmative-action employer and its policy and practice is to comply with
the applicable laws and regulations including Title IX of the Educational Amendments of 1972
and Section 504 regarding nondiscrimination.
The College is committed to providing all of its students, faculty, staff, and visitors with equal
access to its programs, events, and facilities. In compliance with Section 504 of the
Rehabilitation Act of 1973, the College has made modifications to some of its buildings and
grounds in such a manner as to allow students and faculty, including those with visual and
hearing impairments, auxiliary aids, modifications in classroom schedules and locations and
adjustment of classroom techniques and practices in order to allow equal access to the regular
program and degree objectives offered by the College.
Sexual Harassment
Any form of sexual harassment is against the law and will not be tolerated at Morningside
College. We are all responsible for eliminating sexual harassment. The members of the Sexual
Harassment Advisory Council can provide knowledgeable assistance and information to
members of the college community who have concerns about sexual harassment. Students,
faculty, and staff are encouraged to consult with council members.
We are aware that some sexually harassing behaviors are unintended and the individual may not
be aware that the behavior is offensive. An important function of the Sexual Harassment
Advisory Council is the education of the campus community. We encourage all to become
participants in this process by suggesting programs to Council advisors and by participating in
those offered. In this way, we can all work to eliminate the behavior that creates serious,
damaging effects for an individual member of the community and the entire educational process.
Morningside College is committed to fostering a healthy learning and working environment and
to upholding the dignity and integrity of its individual members and the institution. Sexual
harassment as well as sexist behavior limits the individual’s options, experience, and opportunity
for full achievement. The college prohibits sexual harassment of or by members of the college
community, guests, or visitors to campus and all applicants for admission to or employment by
the college. Sexual harassment violates both college policy and, when an employee is the victim,
Title VII of the Civil Rights Act of 1964, as amended, and when a student is the victim, Title IX.
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Morningside College also seeks to educate members of the college community about the nature
of sexual harassment and the impact of harassing behavior on its victims. Toward this end, the
Morningside College Sexual Harassment Advisory Council will direct campus educational
programming and monitor the implementation of the policy.
A complete description of the policy and procedures for dealing with cases of sexual harassment
can be found on pp. 255-256 of the 2007-2009 College Catalog.
Resources for Unresolved Problems
The faculty of the Education Department have the responsibility for determining students’
admission to and retention in Education programs, as well as admission to the Student Teaching
experience. The process for solving unresolved problems concerning decisions about admission
and retention in the Teacher Preparation Program follows the steps outlined in the Morningside
College Student Handbook for resolving other problems in the academic program.
Major academic problems or minor academic problems not resolved by the student’s
professor/advisor shall be investigated by the Chair of the Education Department. If, after
investigation, the problem is not resolved, the student may present the case to the Academic
Standards Committee. The case must be submitted in writing to the Academic Dean of the
College within a period of ten school days after written notification and to the student at the
close of the investigation.
The Chair of the Education Department will serve as a non-voting, ex-officio member of the
board for the hearing of the case. The Advocate of the Student Government will be allowed to
be present with the student involved in the case if the student so requests. The Advocate will
also assist in the presentation of the student’s case if so requested by the student. The Academic
Standards Committee may by majority vote of the full committee set aside the decision of the
department if, in its opinion, any of the following conditions exist:
(a) That the evidence against the student is clearly insufficient to warrant the
action taken by the instructor or the department.
(b) That the judgment of the instructor or department was prejudicial or
capricious.
(c) That the decision of the instructor or the department was contrary to existing
college policy.
If the student having presented the case to the Academic Standards Committee feels that the
decision was unjust, the case may be appealed to the Student Court of the Morningside Student
Government. The Student Court may, after reviewing this request, decide to hear the case or
allow the decision of the Academic Standards Committee to stand. If the Student Court decides
to hear the case and determines that the Academic Standards Committee was unjust, it may
require the Committee to review the case, submitting the findings of the Court for its
consideration. The Student Court cannot overrule the Academic Standards Committee, but it can
cause the Committee to reopen the case in the light of its findings and recommendations.
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Academic Integrity
“Academic integrity is basic to all academic activities so that grades and degrees will have
validity. Academic dishonesty impairs the integrity of learning and violates personal trust.
Plagiarism and other forms of cheating are unacceptable at Morningside College… In general,
college policies prohibit presenting another’s ideas as your own, inaccurately documenting
research sources, using or attempting to use another’s ideas or information in examinations or
other academic exercises, helping another person commit academic dishonesty, or falsifying
information, sources, or quotations. Penalties for plagiarism may be very serious, including
suspension from the college. The Office of Academic Affairs is charged with monitoring this
policy.” (College Catalog, p. 20-21.) Also, refer to the College Academic Honesty Policy.
The Teacher Preparation Program upholds these college policies regarding academic integrity.
Teacher candidates are expected to exhibit high levels of academic integrity. Teacher candidates
who violate the standards of academic integrity including falsifying information on applications
for teacher preparation or applications for student teaching are subject to disciplinary action and
may be denied entrance to the Teacher Preparation Program or discontinued from the Teacher
Preparation Program.
Graduate Programs
Morningside College offers Master of Arts in Teaching degrees in Professional Educator and
Instructional Strategist I and II. In addition, the College offers coursework at the graduate level
in Special Education (endorsement programs), Talented and Gifted, English as a Second
Language, Middle School, and Reading. College seniors may enroll in coursework at the
graduate level during their final semester at Morningside. However, graduate courses may not
be counted toward the completion of the undergraduate degree. Graduate programs and policies
are described in the Graduate Bulletin.
Education Resource Lab
The Education Resource Lab, located in the Hickman-Johnson-Furrow Library, houses curricular
materials, periodicals, testing materials, and other resources useful in completing course
requirements and provides space for students to work on class assignments. Many materials may
be checked out. The hours that the lab is open are posted on the door of the Resource Lab.
Students may also request the library staff to open the lab at any time during library hours.
Teacher Placement Bureau
The Education Department maintains a Teacher Placement Bureau to help teachers secure
employment. All Morningside education students and graduates of the program are eligible to
use the services of the Teacher Placement Bureau. The Bureau is located in the Education
Office, Lewis Hall 208. The services and rules governing the Placement Bureau are explained
during the student teaching semester. The placement fee is $20.00 per year.
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RULES AND REGULATIONS GOVERNING TEACHER PREPARATION
Admission to Education
In order to meet the demands for highly qualified teachers, the Education Department must
attempt to assure that all teacher preparation candidates will be successful members of the
teaching profession. To that end, the department has developed a series of requirements for
students to be admitted to and to remain in the Teacher Preparation Program. Every student who
plans to complete a program at Morningside College that leads to teacher licensure must make a
formal application to the Teacher Preparation Program. Admission to Morningside College does
NOT guarantee admission to the Teacher Preparation program. Students’ progress is closely
monitored by their work both in Education classes and in classes in their teaching majors as well
as in their field experiences. Early intervention is implemented when concerns about student
progress arise.
Who should apply for Admission to the Teacher Preparation Program?
All students who seek teacher licensure must be formally admitted to the Teacher Preparation
Program. This includes all students who will major in Elementary Education (K-6), a secondary
education content field (7-12), Special Education (K-6 or 7-12), or a K-12 Education major such
as art or music. THOSE WHO ARE SEEKING INITIAL LICENSURE, INCLUDING POSTBACCALAUREATE STUDENTS MUST BE ADMITTED TO THE TEACHER
PREPARATION PROGRAM.
When should an application be made to the Teacher Preparation Program?
The application process occurs during EDUC 300: Instructional Design and Assessment and
Practicum, which is generally taken during the sophomore year. It is the responsibility of the
student to complete the application form before the deadline established by the Education
Department.
What are the requirements to be admitted to the Teacher Preparation Program?
All students accepted for admission must meet the following criteria:
1. Completion of the Application Form with a recommendation by the student’s
advisor
2. Successful completion of EDUC 300: Instructional Design and Assessment and
Practicum
3. A written evaluation from the cooperating teacher of the student’s 20-hour
practicum experience that is part of EDUC 300
4. A cumulative Morningside grade point average of at least 2.5
5. Basic skills proficiency as demonstrated by attaining the designated minimum
scores on Praxis I: PPST. Passing scores are:
 Reading: 174
 Writing: 173
 Math:
173
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6.
7.
8.
9.
There are fees for taking the Praxis I: PPST.
An essay on a topic related to teaching. The essay serves as the basis for
discussion in the interviews described in item #7. The interview team also scores
the essays. The student must meet the minimum passing score for this essay.
Participation in an individual interview with department faculty members and
other professional educators. Students who do not pass the initial interview must
participate in a follow-up interview.
Demonstration of the knowledge, skills, and dispositions associated with
professionalism in teaching at a level commensurate with current status.
Dispositions will include the following characteristics that are required of
professional educators: is punctual, participates appropriately in class activities,
interacts appropriately with peers and others, communicates effectively orally,
communicates effectively in writing, takes responsibility for actions/choices,
displays a positive attitude toward class activities, peers, P-12 students, and
persons of all types and needs, and turns assignments in on time. The instructors
of EDUC 101 and MUED 230 will complete the Checklist of Professional
Behaviors prior to the interview and place it in the students’ files.
Begin an electronic portfolio and post the appropriate artifacts.
What is the process for making a decision about Admission to the Education?
Faculty in the Education Department will consider a student’s Application to Education based
upon the criteria described above and reach one of the following decisions:
1) Admitted to Education
2) Denied admission
The student will be informed in writing of the department’s decision. Students meeting all the
criteria above will be admitted. Students who do not meet the necessary grade point or PPST
requirements will be denied admission. If denied admission, the student may NOT enroll in
Education courses requiring EDUC 300 as a prerequisite, including methods courses taught in
other departments (e.g. ART 382). Students who have preregistered or registered for these
classes must drop them. Education faculty will assist students in planning steps that would lead
to admission. The student may contact the education department secretary at any time that
he/she believes all requirements have been met.
ALL admission criteria must be met in order to be admitted to the Teacher Preparation
Program or to continue taking courses numbered above 300.
Rules for Transfer and Post-Baccalaureate Licensure Seeking Students
All transfer and post-baccalaureate students must take EDUC 300. These students may
enroll in one Education course that could be taken simultaneously with EDUC 300 as long as it
is below the 300 level. In order to do this, they must have attained a minimum overall grade
point of 2.5 at their previous institutions.
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These students’ overall grade points from their previous institutions will be used to determine
admission to Education courses during their first semester at Morningside College. After one
semester at Morningside, the overall grade point for that semester becomes the student’s
Morningside grade point. At that point, transfer students must meet grade point requirements
with their Morningside grade points.
Rules for Music Education Students
All Music Education students must complete the same application process as described above,
completing the Application to Education form, writing an essay, participating in an interview
with professional educators, and securing recommendations of their advisors and field
experience teachers. This process takes place in MUED 230. Students should retrieve an
Application to Education form from the Morningside website and complete it by the
deadline established by the Education Department. Music Education students also must
meet the basic skills requirements of the PRAXIS I: PPST.
Details of additional rules governing admission to Music Education are published in the
Morningside College Department of Music Handbook, and students should refer to this
publication for descriptions of these requirements, which include faculty evaluations, juried
performances, interviews with faculty in Music, and writing requirements.
Pre-Professional Skills Test/PRAXIS I: PPST
PRAXIS I: PPST, a series of reading, math, and written expression tests, will be administered on
campus both during fall and spring semesters. Dates will be announced in Education classes and
posted on bulletin boards across the campus. It is the student’s responsibility to sign up for
the PPST. Students may choose to take the computerized version of the test at another testing
site. The cost of the PPST must be paid by the student at the time of registration. The Education
Department strongly advises students to take the PPST during their freshman year. [Students
will not be admitted to the Teacher Preparation Program unless all three sections of the
PPST are passed.] Students may retake portions of the exam as many times as allowed by
Educational Testing Service. Additional testing information, registration forms, and
accommodation forms are available at www.ets.org.
Continuance in the Teacher Education Program
Continuance in the Teacher Education Program is based upon meeting the criteria outlined in the
comprehensive performance-based assessment plan. All students must maintain a cumulative
grade point average of 2.5 in all college courses and a 2.5 education gpa. Students whose grade
point averages fall below these guidelines and/or those students who are making insufficient
progress toward meeting checkpoint goals and other goals of the Teacher Preparation Program
cannot continue in the Teacher Education Program and will be denied continued admission to
Education courses. Failure to meet the ethical standards of teachers (i.e. dishonesty in course
work) as well as failure to make progress in course work and/or field experiences may result in
denial of admission status. A student whose admission status is being questioned or changed
will be asked to meet with the faculty in the Department to discuss concerns and his/her
performance in the Teacher Preparation Program.
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Required Grades in Teacher Preparation Program
All required courses in Education and all courses required for licensure are treated as any other
courses in a major or minor. That is, the Pass/Fail option is not available for these courses, and a
grade of “C-“ or higher is required. Courses in the general studies area are acceptable as long as
they are passed (“D-“or higher). Courses in the general studies area that are also counted as
a program course have the same requirement as courses in the major or minor. That is,
the student must receive at least a C- in those courses.
Practicum Experience Requirements
Most Education methods courses will require practicum experiences in K-12 classrooms. These
experiences are in addition to the hours the class meets. Rules concerning attendance,
promptness, and professionalism must be followed in all practicums. In accordance with Iowa
Department of Education rules, all students must complete a minimum of 80 hours of practicum
experiences; 10 of these hours must be completed before they are admitted to the Teacher
Preparation Program. For some transfer students, this may require additional classroom
experiences. A record of all practicum experience hours and a written evaluation from each
cooperating teacher is retained in the student’s permanent file in the Education office.
The following guidelines must be considered when making practicum placements:
 Practicum placements are intended to take place throughout the semester. If a student has
more than one practicum assignment in a semester, it is not acceptable to finish one
assignment before starting the other(s). The instructor of the class will set a date by which
the practicum must be arranged or started.
 The student’s previous assignments will be considered when making practicum
placements. In most cases a student should not be placed with a teacher with whom
he/she has had a previous practicum experience.
 Students must not be placed with a relative or a family friend (children).
 Students must have at least one placement in a diverse setting. More than one is
preferable.
 Students need to have placements in various schools and areas of Sioux City or
neighboring districts.
 Secondary education students should have at least one placement in a middle school and
one in a high school before student teaching. Elementary education students should have
placements in a variety of grade levels from lower to middle and upper grades.
The student must complete the practicum requirements and have a written evaluation
form/time sheet on file in order to pass any course with a practicum component.
15
Admission to Student Teaching
Application for Student Teaching is completed in the semester before the student teaching
experience. Prospective student teachers must meet the following criteria: 1) Continued
admission in the Teacher Preparation Program. 2) Cumulative grade point of 2.5 as well as a 2.5
in education courses. 3) Formal application form which includes a description of required
coursework in student’s major, an essay which describes student’s personal and professional
goals for student teaching, and a recommendation by the Chair of the department in the field in
which the student will teach or the designated faculty member in the Education Department.
This recommendation can be withdrawn pending the student’s work in this semester prior
to student teaching. All applications for student teaching must be approved by the Education
Department. Transfer and post-baccalaureate students must complete EDUC 300 and at least
one other methods class with a field experience at Morningside in each of the areas in which they
plan to student teach before submitting an application to do so.
The deadlines for submitting applications for student teaching are October 1 for the Spring
Semester and February 1 for the Fall Semester. Applications for student teaching will not
be accepted after October 15 (fall) or February 15 (spring). Students with applications that
are received after October 15 or February 15 will not be allowed to student teach until the
following semester. If the 15th date falls on a weekend, the final date will be the following
Monday. There will be a $100 late charge assessed to all students who return the Student
Teaching Application after the posted deadline.
Student Teaching Experience
All student teaching is scheduled for full days for a minimum of 14 weeks. Single majors
complete the experience in one assignment while double majors and K-12 majors complete it in
two assignments. Single majors student teach for 14 weeks, and double majors and K-12 majors
student teach for 14 weeks—7 weeks in each major area. Student teaching is usually completed
in the Sioux City Community School District; however, students are also placed in districts near
Sioux City regularly. Please inform the secretary in the Education Department when picking up
the Application for Student Teaching if there is an interest in applying for an out-of-town
placement. Students will be asked preferences for the grade level at which they wish to student
teach, and for secondary students, the subject area(s). Students may not request preferences
for specific schools or cooperating teachers. They may not student teach in the school
from which they graduated nor in a district where they are employed. The final grade in
student teaching is assigned by the college supervisor, with the advisement of the student’s
cooperating teacher.
Students must enroll in and satisfactorily complete EDUC 490: Effective Educator Seminar
during the student teaching semester. As part of the course students will receive information on
licensure procedures, the teacher placement bureau, and other topics related to securing
employment. Professionalism, ethics, information literacy, and leadership skills are also
addressed in this course. Student teaching and the seminar (EDUC 490) require a full-time
commitment. It is recommended that students not enroll in additional courses during the
student teaching semester and that work commitments and other activities be curtailed.
16
Termination of Student Teaching
Any student who is making insufficient progress during student teaching will be counseled by
the college supervisor and cooperating teacher. If the student is not successful after these efforts,
he/she may be removed from student teaching. This decision will be made by the college
supervisor and the Director of Student Teaching with the advisement of the cooperating teacher
and the building principal. Termination of the student teaching assignment does not
guarantee a new placement during the same semester. These students may enroll in student
teaching at a future time. They must follow the standard application procedures when so doing.
Extension of Student Teaching
A student may be asked to extend the time of student teaching when this is needed to master
important student teaching competencies. This action would occur only after the college
supervisor had consulted with the student, the cooperating teacher, the building principal, and the
Director of Student Teaching at Morningside.
Student Teaching Fee
A fee of $170 per semester will be assessed for student teaching to cover the additional costs of
honorariums for cooperating teachers and travel costs for college supervisors.
Appeal Process
Students may appeal academic program decisions or the decisions of a faculty member or an
academic department concerning their academic progress. If it is an Education Department
policy or procedure that is in question, a written petition is submitted to the Chair of the
Education Department. The petition will be discussed and decided upon by the faculty members
in the department. If the issue is a College policy, the written petition is submitted to the
Academic Standards Committee following the established college procedures.
Licensure
Upon successful completion of student teaching and the completion of all requirements for
graduation and for the teacher preparation program, the student may apply for a license to teach
in the State of Iowa or in other states. A grade of “C-” or above shall be considered passing for
student teaching. The procedures to apply for licensure are explained during EDUC 490 or may
be obtained by contacting the Licensure Officer. There is a fee for this license.
Elementary majors are required to take the Praxis II test for licensure. Candidates may choose
one of two exams: Test 0011: Curriculum, Instruction and Assessment (Passing Score 151) or
Test 0014: Content Knowledge (Passing Score 142).
It may not be possible to obtain a teaching license in Iowa if any of the following items
apply to you: 1) You have had an education-related license revoked or suspended. 2) You
have been convicted of a crime other than parking or traffic violations. 3) You have been
convicted of a felony. (NOTE: Three DUI’s constitute a felony in the state of Iowa.) Fraud
17
in procurement of a license or falsifying records for licensure purposes will constitute
grounds for filing a complaint with the Iowa Board of Educational Examiners.
Background Checks
The Board of Educational Examiners requires both an Iowa criminal history record check
with the Division of Criminal Investigation and a national check through the Federal
Bureau of Investigation for all teaching license applicants.
There is a fee for this background check. Student teachers will be fingerprinted during
the EDUC 490 class.
Services for First Year Graduates
During the first year of teaching, the faculty in the Teacher Preparation Programs will provide
first year graduates with as much assistance as they can to make the initial experience a
successful one. Graduates should feel free to contact faculty for information and assistance.
Specific strategies for maintaining contact with the Education Department will be explained
during EDUC 490.
Writing Endorsement
To gain the departmental writing endorsement, students in the Teacher Preparation Program will
complete writing tasks that are typically required of teachers as part of their developmental
portfolios. This requirement will be met at Portfolio Check #2, which occurs during EDUC 316
or EDUC 321. Students achieve the Education Department literacy competency requirement
(ILAC) through satisfactory completion of a research paper and presentation in EDUC 490:
Effective Educator Seminar. Upon satisfactory completion of the information literacy
competency rubric, the Department Chair is notified. The Department Chair signs a statement of
completion of the Information Literacy Competency, which is then submitted to the Registrar's
Office. Education students at Morningside College complete the departmental technology
competency expectations through the submission of a portfolio at the conclusion of the student
teaching experience. Technology requirements (TAC) are built into each required course in the
curriculum. Early skills in use of hardware and software build into the Checkpoint #1 (where
fundamental technology skills are showcased through an electronic portfolio), Checkpoint #2
(where performance skills in seven of ten education standards are addressed), and Checkpoint #3
(at the conclusion of student teaching) when technology mastery is established.
Education Department Writing Policy (August 2001)
I.
Goals and Standards for Writing
A. To present arguments, ideas, and instructions in a clear and logical
manner.
B. To demonstrate a professional level of writing proficiency necessary for all
teachers with an emphasis on the mechanics of writing (e.g., spelling,
grammar, punctuation, paragraphing).
18
C. To demonstrate flexibility in writing style to address various audiences in
education (e.g., parents, students, peers, professional organizations).
D. To edit one’s own and others’ written work.
II.
Writing is an integral part of the Individual Assessment Plan that has been developed for
all students in the teacher preparation program. (See Individual Assessment Plan in this
handbook.)
A. Features of this plan include the following:
1. Multiple assessment and feedback checkpoints.
2. Developmental nature of writing tasks and scoring rubrics.
3. Variety of writing tasks to address goals and standards.
B. Assistance
1. Individual faculty may identify students who are having problems in writing
in specific courses and initiate a discussion of the student’s performance at a
regularly scheduled department meeting. In addition, students may be
identified as having problems in writing at any of the major assessment points
for which writing is an assessment component, i.e., Admit to Education and
Portfolio Checks 1, 2, and 3.
2.
Students with problems in writing may be referred to the Academic Support
Services with stipulations that may be part of a course requirement or a result
of action of the department faculty.
3. These students will be monitored and instruction will be provided by
department faculty on an individual basis. Concerns about students in the
Teacher Preparation Program with a major outside the education department
will be relayed to the appropriate department.
a. If an individualized plan for improving writing is developed for a
student, a copy will be given to the student and one will be retained in
the student’s file in the Education Office. Failure to follow up with an
individualized plan will jeopardize a student’s continued admission to
Education.
b. Students are encouraged to use the Plato Learning System, a webbased program, for assistance with their writing skills. There is a onetime fee to register for this program; a password is also necessary to
use it. Students usually pay the lab fee for PLATO use as part of
EDUC 101: Foundations of Education.
4. Writing Endorsement
a. Each student in the Teacher Preparation Program will develop and
maintain a portfolio as outlined in the departmental assessment plan.
19
b.
At Portfolio Check Point #2, a faculty team will evaluate the portfolio
according to the prescribed criteria. If the essay submitted at this point
is satisfactory, the writing endorsement will be granted. This will
typically occur when a student is taking EDUC 321 or EDUC 316.
c. Criteria for evaluation:
i. Mechanics (punctuation, capitalization)
ii. Word usage and grammar
iii. Spelling
iv. Clarity and adherence to directions
v. Sentence structure
vi. Flexibility in writing style to address various audiences
vii. Paragraphing and organization
viii. Development of ideas
ix. Use of research or authorities to support ideas
x. Ability to draw conclusions
xi. Format
d. If a student fails to earn the departmental endorsement at Portfolio
Check Point #2, the student will be allowed to revise the portfolio.
Additional learning objectives for the student may be developed which
must be met before the endorsement is granted.
e. A student has the option to appeal any decision to the Academic
Standards Committee.
III.
Policy Evaluation
A. The Information Literacy Across the Curriculum (ILAC) and Technology Across the
Curriculum (TAC) policies will be reviewed annually at a late spring departmental
meeting. At that time the survey of writing assignments grid will also be updated.
STUDENT ACTIVITIES AND ORGANIZATIONS
Volunteerism/Mentoring Programs
The faculty in the Education Department understands the value of varied experiences with
children and youth in the development of knowledge about human development, teaching skills,
and a sense of the worth of each individual. A variety of volunteer and mentoring experiences
with children from diverse cultures and with diverse abilities (at-risk, special education, and
talented and gifted) will be advertised and available to students during their studies at
Morningside. Students interested in becoming teachers are advised to become involved in these
programs.
20
Iowa State Education Association Student Program (ISEA-SP)
Students in teacher preparation programs are encouraged to become involved with ISEA-SP, a
student organization affiliated with the Iowa affiliate of the National Education Association.
Members become involved in topics and areas of special interest such as child abuse training, the
No Child Left Behind Act, and tips on gaining employment. Information on joining ISEA-SP is
distributed in education classes each fall or may be gained by requesting information from
student officers or the faculty advisor.
Student Council for Exceptional Children (CEC)
Students interested in Special Education may wish to join the student chapter of the Council for
Exceptional Children. Information on being a member, including information on reduced dues
for students, is available from the faculty advisor.
Kappa Delta Pi
Kappa Delta Pi is a national education honorary fraternity. Students with a junior or senior
standing who have outstanding academic records may be invited to attend. The Morningside
chapter encourages excellence in scholarship, high personal standards, improvement in teaching
preparation, distinction in achievement, and contributions to education. For further information,
contact the faculty advisor.
Mu Phi Epsilon
Mu Phi Epsilon is a national music sorority with the aim to promote musicianship, scholarship,
and friendship among students in American universities, colleges, and schools of music.
Membership is based on scholarship (2.75 grade point average), musicianship, character, and
personality.
Phi Mu Alpha Sinfonia
The Gamma Xi chapter of Phi Mu Alpha Sinfonia is a national professional music fraternity,
which selects students of ability in music, and students who are interested in promoting music in
America. The organization sponsors several musical events each year. Membership is not limited
to music majors.
Best Buddies
Best Buddies of Iowa is a non-profit organization dedicated to enhancing the lives of people with
intellectual disabilities by providing opportunities for one-to-one friendships at Iowa high school
and college chapters. Founded by Anthony Kennedy Shriver in 1989, Best Buddies has grown
and touched the lives of over 250,000 people.
21
ELEMENTARY EDUCATION
PROGRAM DESCRIPTION:
Undergraduate students at Morningside College may choose a major in Elementary Education
leading to Iowa licensure to teach in grades K-6.
REQUIREMENTS FOR A MAJOR IN ELEMENTARY EDUCATION:
This major will lead to a BS degree.
Students who are completing an elementary education single major are also
required to complete a 12 hour concentration in a field for which Iowa has a
teaching endorsement.
Completion of the following required education courses:
EDUC 101
Foundations of Education
2
EDUC 290
Human Relations for Educators
4
EDUC 300
Instructional Design and Assessment &
Practicum
4
EDUC 307
Teaching Elementary Math & Practicum
2
EDUC 315
Teaching Elementary Reading/Language Arts &
Practicum
4
EDUC 316
Teaching Elementary Science/Social Studies &
Practicum
4
EDUC 405
Classroom Management for Elementary
and Secondary Teachers
2
EDUC 417* Student Teaching
6 or 10
EDUC 490* Effective Educator Seminar
2
SPED 208
Survey of Exceptionalities & Practicum
4
*Senior Capstone Experience
Total Required Education Courses
Completion of the following required support courses:
ART 382
Elementary Education Art Methods
ENGL 203
Children’s Literature
MUED 330 Music Methods for Elementary Teachers
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
GEOG 205 Political and Cultural Geography
or
POLS 160
World Politics
22
34 or 38
2
2
2
4
4
4
A biology course
A humanities course (history, literature, modern
language)
A mathematics course (required even if ACT is
24 or higher)
Physical Science (4 hrs. total)
4
4
4
4
Total Required Support Courses
TOTAL HOURS REQUIRED FOR THE MAJOR
34
68 or 72
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses required for teacher licensure must also be passed with a minimum
grade of C- before a student is allowed to student teach.
Writing Proficiency:
Writing assignments in the department are varied and are designed to promote clear and logical
presentation or arguments, ideas, and instructions; mechanical proficiency; and stylistic
flexibility. To gain the departmental writing proficiency, students in the Teacher Preparation
Program will complete writing tasks that are typically required for teachers as part of their
developmental portfolios. The requirements for ILAC and TAC will be met at Portfolio Check
#2, which usually occurs in EDUC 321 and EDUC 316.
Additional Requirements:
 Earn a grade of C- or above in all required major and support courses;
 Maintain a minimum cumulative GPA of 2.50 or better;
 Pass all requirements on the departmental assessment plan;
 Pass three sections (Reading, Writing, Math) of the Praxis I: Pre-Professional
Skills Test according to designated criteria;
 Successfully complete:
Admit to Education process, including writing an essay and going through
an interview;
A professional portfolio, which includes designated preliminary
checkpoints;
Writing assignments on the assessment plan which will also meet the
writing proficiency requirement
 Provide own transportation to practicums and student teaching assignments
 Students completing elementary education licensure requirements must take
Praxis II and obtain a passing score in one of the following exams:
Test 0011: Curriculum, Instruction & Assessment (151)
Test 0014: Content Knowledge (142)
23
SPECIAL EDUCATION
PROGRAM DESCRIPTION
Morningside College offers a major in Special Education that is available at both the elementary
and secondary levels leading to the Instructional Strategist I endorsement in the state of Iowa.
REQUIREMENTS FOR A MAJOR IN SPECIAL EDUCATION: INSTRUCTIONAL
STRATEGIST I:
This major will lead to a BS degree. This major is not a stand-alone major. Teacher candidates
completing this major must also complete the requirements for the elementary education major
or for a secondary teaching major.
Completion of the following required special education/education courses:
SPED 361
Introduction to Mild/Moderate Disabilities
4
SPED 362
Principles of Special Education Teaching
2
SPED 364
K-6 Mild/Moderate Methods & Practicum
or
SPED 366
7-12 Mild/Moderate Methods & Practicum
2
SPED 402
School-Parent Collaboration
2
SPED 407
Diagnostic Teaching of Math & Practicum
2
SPED 431
Applied Behavioral Analysis
4
SPED 451
Educational Assessment
4
SPED 455
Transition
2
SPED 470* Student Teaching: Instructional Strategist I (K-6)
or
SPED 471* Student Teaching: Instructional Strategist I (7-12) 6
EDUC 324
or
EDUC 414
Reading in Content Areas (7-12)
Diagnostic Teaching of Reading and
Practicum (K-6)
*Senior Capstone Experience
Total Required Special Education/Education Courses
TOTAL HOURS REQUIRED FOR THE MAJOR
4
32
32
Writing Proficiency
Writing assignments in the department are varied and are designed to promote clear and logical
presentation or arguments, ideas, and instructions; mechanical proficiency; and stylistic
flexibility. To gain the departmental writing proficiency, students in the Teacher Preparation
Program will complete writing tasks that are typically required for teachers as part of their
developmental portfolios and meet the ILAC and TAC requirements. This requirement will be
met at Portfolio Check #2, usually at the end of the junior year.
24
Additional Requirements:
 Completion of a K-6 elementary education major or 7-12 teaching major;
 Participation in the student Council for Exceptional Children organization on
campus for at least two semesters
 Completion of an e-portfolio as part of the student teaching requirements;
 Earn a grade of C- or above in all required major and support courses;
 Maintain a minimum cumulative gpa of 2.50 or better;
 Pass all requirements on the departmental assessment plan;
 Pass three sections (Reading, Writing, Math) of the Praxis I: Pre-Professional
Skills Test according to designated criteria;
 Successfully complete:
Admit to Education process, including writing an essay and going through
an interview;
A professional portfolio, which includes designated preliminary
checkpoints;
Writing assignments on the assessment plan which will also meet the
ILAC and TAC writing proficiency requirement.
 Provide own transportation to practicums and student teaching assignments
 Students completing elementary education licensure requirements must take
Praxis II and obtain a passing score in one of the following exams:
Test 0011: Curriculum, Instruction & Assessment (151)
Test 0014: Content Knowledge (142)
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses required for teacher licensure must also be passed with a minimum
grade of C- before a student is allowed to student teach.
REQUIREMENTS FOR A MINOR IN SPECIAL EDUCATION
This minor could be completed by an elementary education major or a content field major who is
also completing a secondary teaching program. In addition to the courses listed below, the
student will take SPED 208 Survey of Exceptionalities & Practicum as part of the initial
licensure requirements. The methods course must match the candidate’s teaching program level.
Completion of the following required special education courses:
SPED 361
Introduction to Mild/Moderate Disabilities
SPED 362
Principles of Special Education
SPED 364
Mild/Moderate Methods K-6 & Practicum
or
SPED 366
Mild/Moderate Methods 7-12 & Practicum
SPED 431
Applied Behavior Analysis
Total required special education courses
25
4
2
2
4
12
Completion of electives in special education
Total Support courses
TOTAL HOURS REQUIRED FOR THE MINOR
26
4
4
16
SECONDARY EDUCATION
PROGRAM DESCRIPTION:
In order to obtain a license to teach in secondary schools, valid for teaching in grades 7-12
inclusive, the student must have a teaching major in a secondary teaching field. The
requirements for these teaching majors are listed in this handbook and in the Morningside
College Catalog. The following departments offer teaching majors/minors: Art, Biology,
Chemistry, English, History/Political Science, Mathematics, Modern Classical Languages,
Music, Physics, and Special Education. A secondary special education major is a DUAL
MAJOR with another teaching major. The program in Secondary Education is a blending of
the liberal arts, coursework in at least one teaching discipline, and professional instruction in the
field of education.
Completion of the following required education courses:
EDUC 101
Foundations of Education
2
EDUC 290
Human Relations for Educators
4
EDUC 300
Instructional Design and Assessment & Practicum 4
EDUC 321
Methods of Teaching in Secondary Schools &
Practicum
4
EDUC 405
Classroom Management for Elementary
and Secondary Teachers
2
EDUC 427* Student Teaching
6 or 10
EDUC 490* Effective Educator Seminar
2
SPED 208
Survey of Exceptionalities & Practicum
4
*Senior Capstone Experience
Total Required Education Courses
28 or 32
Completion of the following required support courses:
PSYC 101
General Psychology
4
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
4
A biology course
4
A humanities course (history, literature, modern
language)
4
A mathematics course (required even if ACT is
24 or higher)
4
Teaching Methods in content field (425)
2 or 4
Total Required Support Courses
22 or 24
27
Additional Requirements:
 Earn a grade of C- or above in all required major and support courses;
 Maintain a minimum cumulative gpa of 2.50 or better;
 Pass all requirements on the departmental assessment plan;
 Pass three sections (Reading, Writing, Math) of the Praxis I: Pre-Professional
Skills Test according to designated criteria;
 Successfully complete:
Admit to Education process, including writing an essay and going through
an interview;
A professional portfolio, which includes designated preliminary
checkpoints;
Writing assignments on the assessment plan
 Provide own transportation to practicums and student teaching assignments
Please refer to the appropriate content field in this handbook for the major requirements
in that field.
.
28
ART
PROGRAM DESCRIPTION
The Teaching Art Major prepares students to teach art in grades K-12. Please check the
Morningside College Catalog for the K-6 and 7-12 art minors.
Majors student teach for 14 weeks, seven in an elementary (K-6) art program and seven in a
secondary (7-12) art program. Students majoring in art and in elementary education student
teach seven weeks in elementary education and seven weeks in a secondary art program.
REQUIREMENTS FOR A MAJOR IN ART TEACHING K-12):
This major will lead to a BA degree.
Completion of the following required art courses:
ART 103
Design
ART 201
Ancient to Gothic Art History
ART 202
Renaissance to Modern Art History
ART 205
Drawing
ART 206
Figure Drawing
ART 325
Painting
ART 335
Ceramics
ART 345
Relief and Intaglio Printmaking
or
ART 346
Serigraphy and Lithography Printmaking
ART 355
Sculpture
ART 381
Elementary Art Methods & Practicum
ART 383
Secondary Art Methods & Practicum
ART 490*
Senior Art Seminar
*Senior Capstone Experience
Total Required Art Courses
Completion of the following required education courses:
EDUC 101
Foundations of Education
EDUC 290
Human Relations for Educators
EDUC 300
Instructional Design and Assessment & Practicum
EDUC 321
Methods of Teaching in Secondary Schools &
Practicum
EDUC 405
Classroom Management for Elementary
and Secondary Teachers
EDUC 477
Elementary Art Student Teaching
EDUC 478
Secondary Art Student Teaching
EDUC 490
Effective Educator Seminar
29
4
4
4
4
4
4
4
4
4
4
4
2
46
2
4
4
4
2
6
6
2
SPED 208
Survey of Exceptionalities & Practicum
Total Required Education Courses
Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A mathematics course(required even if ACT is 24 or higher)
A biology course
A humanities course (history, literature, modern language)
Total Required Education Support Courses
4
34
4
4
4
4
4
TOTAL HOURS FOR REQUIRED FOR THE MAJOR
20
100
Written proficiency: This will be completed at Checkpoint #2 in EDUC 321.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses required for teacher licensure must also be passed with a minimum
grade of C- before a student is allowed to student teach.
30
BIOLOGY
PROGRAM DESCRIPTION
The Biology Department offers both a major and a minor which lead to Iowa teacher licensure in
the Biological Sciences. Please check the Morningside College Catalog for the K-6 Basic
Science minor and the 7-12 General Science minor.
REQUIREMENTS FOR A MAJOR IN BIOLOGY TEACHING:
This major will lead to a BA degree.
Completion of the following required biology courses:
BIOL 121
Zoology
BIOL 122
Botany
BIOL 308
Ecology
BIOL 321
General Physiology
BIOL 351
Genetics
BIOL 460* Capstone Seminar
Biology Electives (any BIOL course except 208)
*Senior Capstone Experience
Total Required Biology Courses
Completion of the following required support courses:
CHEM 121 General Chemistry I
CHEM 122 General Chemistry II
NSCI 425
Methods of Teaching Secondary Science &
Practicum
Total Required Support Courses
4
4
4
4
4
2
10
32
4
4
2
Completion of the following required education courses:
EDUC 101
Foundations of Education
2
EDUC 290
Human Relations for Educators
4
EDUC 300
Instructional Design and Assessment & Practicum 4
EDUC 321
Methods of Teaching in Secondary Schools &
Practicum
4
EDUC 405 Classroom Management for Elementary
and Secondary Teachers
2
EDUC 427
Secondary Student Teaching
6 or 10
EDUC 490
Effective Educator Seminar
2
SPED 208
Survey of Exceptionalities & Practicum
4
Total Required Education Courses
28 or 32
31
10
Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A mathematics course (required even if ACT is 24 or higher)
A humanities course (history, literature, modern language)
Total Required Education Support Courses
TOTAL HOURS FOR REQUIRED FOR THE MAJOR
4
4
4
4
16
84 or 88
Written Proficiency:
Biology students meet this requirement by submitting a portfolio of writing samples from
courses required for the major for evaluation by the biology faculty and during Checkpoint #2.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses required for teacher licensure must also be passed with a minimum
grade of C- before a student is allowed to student teach.
32
REQUIREMENTS FOR A MAJOR IN GENERAL SCIENCE TEACHING:
This major will lead to a BS degree.
Completion of the following science courses:
BIOL 121
Zoology
BIOL 122
Botany
Biology Elective (300-400 level)
CHEM 121 General Chemistry I
CHEM 122 General Chemistry II
CHEM 201 Organic Chemistry I
CHEM 202 Organic Chemistry II
or
CHEM 305 Analytical Chemistry
PHYS 111
Geology
PHYS 112
Meteorology
PHYS 113
Astronomy
PHYS 201
General Physics I
PHYS 202
General Physics II
Complete one of the following:
BIOL 204
Natural History of Plants and Animals
BIOL 207
Human Anatomy
BIOL 208
Human Physiology
Total Required Science Courses
Completion of the following support courses:
MATH 150 Elementary Probability and Statistics
or
MATH 205 Calculus and Analytic Geometry I
NSCI 425
Methods of Teaching Secondary Science &
Practicum
Complete one of the following:
BIOL 460* Capstone Seminar
CHEM 460* Chemistry Capstone
PHYS 434* Advanced Physics Lab
*Senior Capstone Experience
Total Required Support Courses
Completion of the following required education courses:
EDUC 101
Foundations of Education
EDUC 290
Human Relations for Educators
33
4
4
4
4
4
4
4
2
2
2
4
4
4
4
4
46
4
2
2
8
2
4
EDUC 300
EDUC 321
EDUC 405
EDUC 427
EDUC 490
SPED 208
Instructional Design and Assessment & Practicum 4
Methods of Teaching in Secondary Schools &
Practicum
4
Classroom Management for Elementary
and Secondary Teachers
2
Secondary Student Teaching
6 or 10
Effective Educator Seminar
2
Survey of Exceptionalities & Practicum
4
Total Required Education Courses
28 or 32
Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A humanities course (history, literature, modern language)
Total Required Education Support Courses
TOTAL HOURS FOR REQUIRED FOR THE MAJOR
4
4
4
12
94 or 98
Written Proficiency:
Each student will meet written proficiency in one of the majors: biology, chemistry, or physics
and during Checkpoint #2.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses required for teacher licensure must also be passed with a minimum
grade of C- before a student is allowed to student teach.
34
CHEMISTRY
PROGRAM DESCRIPTION
The Chemistry Teaching Major is designed to provide 7-12 grade teachers with the background
in chemical theory and scientific inquiry required of today’s educators. Please check the
Morningside College Catalog for the 7-12 Chemistry Teaching minor
REQUIREMENTS FOR A MAJOR IN CHEMISTRY TEACHING:
This major will lead to a BA degree.
Completion of the following required chemistry courses:
CHEM 121 General Chemistry I
CHEM 122 General Chemistry II
CHEM 201 Organic Chemistry I
CHEM 202 Organic Chemistry II
CHEM 305 Analytical Chemistry
CHEM 314 Physical Chemistry I: Classical Thermodynamics
CHEM 315 Physical Chemistry II: Chemical Thermodynamics
CHEM 410 Biochemistry
Total Required Chemistry Courses
Completion of the following required support courses:
MATH 205 Calculus and Analytic Geometry I
NSCI 425
Methods of Teaching Secondary Science and
Practicum
PHYS 201
General Physics I
PHYS 202
General Physics II
Total Required Support Courses
Completion of the following required education courses:
EDUC 101
Foundations of Education
EDUC 290
Human Relations for Educators
EDUC 300
Instructional Design and Assessment & Practicum
EDUC 321
Methods of Teaching in Secondary Schools &
Practicum
EDUC 405
Classroom Management for Elementary
and Secondary Teachers
35
4
4
4
4
4
2
2
4
28
4
2
4
4
14
2
4
4
4
2
EDUC 427* Secondary Student Teaching
EDUC 490
Effective Educator Seminar
SPED 208
Survey of Exceptionalities & Practicum
*Senior Capstone Experience
Total Required Education Courses
Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A biology course
A humanities course (history, literature, modern language)
Total Required Education Support Courses
TOTAL HOURS REQUIRED FOR THE MAJOR
6 or 10
2
4
28 or 32
4
4
4
4
16
86 or 90
Written Proficiency:
Chemistry students satisfy this requirement via a portfolio of lab reports and papers from courses
in the major and at Checkpoint #2.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses required for teacher licensure must also be passed with a minimum
grade of C- before a student is allowed to student teach.
36
ENGLISH
PROGRAM DESCRIPTION
A major in English Teaching prepares to teach English/Language Arts in grades 7-12. This
major will lead to a BA degree.
A. Completion of the following required English courses.
ENGL 204
Adolescent Literature
ENGL 205
Creative Reading
ENGL 343
Studies in American Literary History
ENGL 344
Studies in British Literary History
ENGL 351
History of the English Language
ENGL 354
Teaching Writing: Methods and Mediation or
ENGL 425
Methods of Teaching English and Practicum
ENGL 495* English Capstone Seminar
Complete 4 credits from the following:
ENGL 210
Creative Non-Fiction or
ENGL 211
Writing to Persuade or
ENGL 281
Writing Poetry and Fiction
Complete 4 credits from the following:
ENGL 241
Classical Mythology and Literature
ENGL 243
American Minorities Literature
ENGL 245
Women and Literature
ENGL 251
American Literature and Culture
Complete 4 credits from the following:
ENGL 345
Studies of a Literary Genre
ENGL 346
Studies in a Major Figure or Movement
ENGL 347
From Page to Stage or Screen: Studies of
Literature in Performance
*Senior Capstone Experience
Total Required English Courses
2
4
4
4
4
4
4
4
4
4
4
42
B. Completion of the following required education courses:
EDUC 101
EDUC 290
EDUC 300
EDUC 321
EDUC 405
Foundations of Education
Human Relations for Educators
Instructional Design and Assessment & Practicum
Methods of Teaching in Secondary Schools &
Practicum
Classroom Management for Elementary
and Secondary Teachers
37
2
4
4
4
2
EDUC 427
EDUC 490
SPED 208
Secondary Student Teaching
Effective Educator Seminar
Survey of Exceptionalities & Practicum
Total Required Education Courses
6 or 10
2
4
28 or 32
Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A biology course
A mathematics course (required even if ACT is 24 or higher)
Total Required Education Support Courses
4
4
4
4
TOTAL HOURS REQUIRED FOR THE MAJOR
16
86 or 90
Written Proficiency: This will be completed at Checkpoint #2 in EDUC 321.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses request for teacher licensure must also be passed with a minimum
grade of C- before a student is allowed to student teach.
38
HISTORY and POLITICAL SCIENCE
PROGRAM DESCRIPTION
The Department of History and Political Science offers several programs in history and political
science, which lead to teacher licensure. In history, the programs in American History/American
Government and in American History/World History are available as secondary teaching majors.
Please check the Morningside College Catalog for the K-6 Social Science Minor.
REQUIREMENTS FOR A MAJOR IN AMERICAN HISTORY/AMERICAN
GOVERNMENT TEACHING:
This major will lead to a BA degree.
Completion of the following required history/political science courses:
HIST 131
United States History to 1877
HIST 132
United States History since 1877
POLS 147
United States Government
4
4
4
12
Complete 12 hours in United States Politics from the following:
POLS 356
The American Revolution
POLS 359
Contemporary United States History: Campaigns
and Elections (GP)
POLS 362
Congress and the Presidency (RS)
POLS 366
Women in U. S. Politics
POLS 448
United States Constitution (RS)
POLS 450
Internship in U.S. Politics
POLS 459
United States Foreign Relations
4
4
4
2
4
2-4
4
12
Complete 8 hours in United States History from the following:
HIST 233/433 Topics in the History of the United States
HIST 258/458 World War II
HIST 356
HIST 358
The American Revolution (RS)
United States in the Era of the World
Wars, 1900-1945 (RS)
HIST 359
Contemporary United States History:
Campaigns and Elections (GP)
HIST 361
Civil War in America (RS)
HIST 448
United States Constitution
HIST 459
United States Foreign Relations
HIST 263/463 History of American Women
2-4
2
4
4
4
4
4
4
4
8
No course can fulfill more than one of the above distribution requirements.
Total Required History/Political Science Courses
32
39
Completion of the following required support course:
SSCI 425
Methods of Teaching Social Science & Practicum
Total Required Support Courses
2
2
Completion of the following required education courses:
EDUC 101
Foundations of Education
2
EDUC 290
Human Relations for Educators
4
EDUC 300
Instructional Design and Assessment & Practicum 4
EDUC 321
Methods of Teaching in Secondary Schools &
Practicum
4
EDUC 405
Classroom Management for Elementary and
Secondary Teachers
2
EDUC 427* Secondary Student Teaching
6 or 10
EDUC 490
Effective Educator Seminar
2
SPED 208
Survey of Exceptionalities & Practicum
4
*Senior Capstone Seminar
Total Required Education Courses
28 or 32
Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A biology course
A mathematics course (required even if ACT is 24 or higher)
Total Required Education Support Courses
16
TOTAL HOURS REQUIRED FOR THE MAJOR
Students must complete two Research Seminars (RS), one from
United States Politics and one from United States History, and one
Group Project Seminar (GP) as a part of the major.
4
4
4
4
78 or 82
Written Proficiency:
Successful completion of the Senior Capstone Experience and Checkpoint #2 fulfills the writing
endorsement in history.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
Additional Requirements:
 Required participation in a campus or community group beyond the college’s
Service Learning requirement, preferably one semester or more, and preferably
during the junior or senior year;
 The submission of a personal statement of ethics and values in the senior year;
 Participation in an oral departmental interview in the sophomore and senior years
40
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach. Any additional courses required for teacher licensure must
also be passed with a minimum grade of C- before a student is allowed to student teach.
REQUIREMENTS FOR A MAJOR IN AMERICAN HISTORY/WORLD HISTORY
TEACHING:
This major will lead to a BA degree,
Professional Education Core:
Requirements unique to this endorsement:
(Add additional requirements from the core that are met in courses taken within the content area
rather than a generic education course.)
Option 1: 24 semester hours in World History
OR
Option 2: 30 semester hours in the broad area of Social Sciences
Include 15 semester hours in World History
HIST 206: European Civilization
HIST 222: Asian Civilization
Eight hours from the following:
HIST 209/409: The Age of Renaissance, Reformation &
Religious War, 1200-1650
HIST 210/410: Crusades, Castles, and Cathedrals:
Europe in the Middle Ages
HIST 212/412: Reason, Religion, and Revolutions: Europe
In the Modern Era, 1600-1945
HIST: 214/414: The Greeks and the Romans: The
Classical Age
HIST 131: United States History to 1877
HIST 132: United States History since 1877
Eight hours from the following:
HIST 356: The American Revolution
HIST 358: US in the Era of World Wars
HIST 359: Campaigns & Elections
HIST 361: Civil War in American
HIST 448: United States Constitution
HIST 459: United States Foreign Relations
HIST 233/433: Topics in the History of the US
HIST 258/458: World War II
HIST 263/463: History of American Women
TOTAL CREDIT HOURS
4
4
8
4
4
8
32
No course can fulfill more than one of the above distribution requirements.
41
Completion of the following required support course:
SSCI 425
Methods of Teaching Social Science & Practicum 2
Total Required Support Courses
2
Completion of the following required education courses:
EDUC 101
Foundations of Education
2
EDUC 290
Human Relations for Educators
4
EDUC 300
Instructional Design and Assessment & Practicum 4
EDUC 321
Methods of Teaching in Secondary Schools &
Practicum
4
EDUC 405
Classroom Management for Elementary and
Secondary Teachers
2
EDUC 427* Secondary Student Teaching
6 or 10
EDUC 490
Effective Educator Seminar
2
SPED 208
Survey of Exceptionalities and Practicum
4
*Senior Capstone Seminar
Total Required Education Courses
28 or 32
Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A biology course
A mathematics course (required even if ACT is 24 or higher)
Total Required Licensure Courses
TOTAL HOURS REQUIRED FOR THE MAJOR
4
4
4
4
16
78 or 82
Students must complete one Research Seminar (RS) and one
Group Project Seminar (GP) as a part of the major.
Written Proficiency
Successful completion of the Senior Capstone Experience and Checkpoint #2 fulfills the writing
endorsement in history.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
Additional Requirements:
 Required participation in a campus or community group beyond the college’s
Service Learning requirement, preferably one semester or more, and preferably
during the junior or senior year;
 The submission of a personal statement of ethics and values in the senior year;
 Participation in an oral departmental interview in the sophomore and senior years
42
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses required for teacher licensure must also be passed with a minimum
of C- before a student is allowed to student teach.
43
MATHEMATICS
PROGRAM DESCRIPTION
A major and in mathematics leads to teacher licensure at the secondary (7-12) level in the state
of Iowa. Please check with the Morningside College Catalog for the 7-12 mathematics minor
and a K-6 mathematics minor.
Requirements for a major in Mathematics Teaching:
This major will lead to a BA degree.
Completion of the following required mathematics courses:
MATH 150 Elementary Probability and Statistics
MATH 191 Introduction to Mathematical Systems
MATH 205 Calculus and Analytic Geometry I
MATH 206 Calculus and Analytic Geometry II
MATH 215 Linear Algebra
MATH 307 Multivariable Calculus and Differential Equations
MATH 315 Modern Algebra
MATH 325 Modern Geometries
MATH 400* Mathematics Capstone
MATH 425 Methods of Teaching Secondary Mathematics &
Practicum
*Senior Capstone Experience
Total Required Mathematics Courses
Completion of the following required support courses:
CSCI 160
Crafting the Client – Web Side
Complete 2 hours from the following:
MATH 360 Mathematical Statistics
MATH 407 Real Analysis
MATH 445 Advanced Topics in Mathematics
MATH 490 Research in Mathematics
Any 300- or 400-level ENGR or PHYS course
4
4
4
4
2
4
4
4
2
2
34
4
4
4
2 or 4
2 or 4
Total Required Support Courses
Completion of the following required education courses:
EDUC 101
Foundations of Education
EDUC 290
Human Relations for Educators
EDUC 300
Instructional Design and Assessment & Practicum
EDUC 321
Methods of Teaching in Secondary Schools &
Practicum
EDUC 405
Classroom Management for Elementary
and Secondary Teachers
44
6
2
4
4
4
2
EDUC 427
EDUC 490
SPED 208
Secondary Student Teaching
Effective Educator Seminar
Survey of Exceptionalities & Practicum
Total Required Education Courses
10 or 12
2
4
Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A biology course
A humanities course (history, literature, modern language)
Total Required Education Support Courses
32 or 34
4
4
4
4
TOTAL HOURS FOR REQUIRED FOR THE MAJOR
16
88 or 90
Written Proficiency: This will be completed at Checkpoint #2 in EDUC 321.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses required for teachers licensure must be passed with a minimum
grade of C- before a student is allowed to student teach.
45
MODERN AND CLASSICAL LANGUAGES
PROGRAM DESCRIPTION
A major in Spanish Teaching leads to teacher licensure at the secondary (7-12) level in the state
of Iowa.
REQUIREMENTS FOR A MAJOR IN SPANISH TEACHING:
This major will lead to a BA degree.
Completion of the following required Spanish courses:
SPAN 155
Spanish in Transition and Lab
SPAN 201
Intermediate Spanish I and Lab
SPAN 202
Intermediate Spanish II and Lab
SPAN 303
Spanish Composition and Conversation
SPAN 350
Civilization and History of Latin America
SPAN 244
Hispanic Topics
Or
SPAN 444
Advanced Hispanic Topics
SPAN 423* Seminar in Hispanic Literary Perspectives
or
SPAN 424* Seminar in Hispanic Literary Perspectives
Spanish Electives
*Senior Capstone Experience
4
4
4
4
4
4
4
4
Total Required Spanish Courses
Completion of the following required support course:
LANG 425 Methods of Teaching a Second Language &
Practicum
Total Required Support Courses
32
4
Completion of the following required education courses:
EDUC 101
Foundations of Education
2
EDUC 290
Human Relations for Educators
4
EDUC 300
Instructional Design and Assessment & Practicum 4
EDUC 321
Methods of Teaching in Secondary Schools &
Practicum
4
EDUC 405
Classroom Management for Elementary
and Secondary Teachers
2
EDUC 427
Secondary Student Teaching
10 or 12
EDUC 490
Effective Educator Seminar
2
SPED 208
Survey of Exceptionalities and Practicum
4
Total Required Education Courses
46
4
32 or 34
Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A biology course
A mathematics course (required even if ACT is 24 or higher)
Total Required Education Support Courses
4
4
4
4
16
TOTAL HOURS FOR REQUIRED FOR THE MAJOR
84 or 86
SPANISH TEACHING MINOR:
Completion of the following required Spanish courses:
SPAN 155
Spanish in Transition and Lab
SPAN 201
Intermediate Spanish I and Lab
SPAN 202
Intermediate Spanish II and Lab
SPAN 303
Spanish Composition and Conversation
SPAN 423* Seminar in Hispanic Literary Perspectives
or
SPAN 424* Seminar in Hispanic Literary Perspectives
4 credits chosen from: SPAN 244, 444, 350, 210 & 208
LANG 425
Methods of Teaching a Second Language
TOTAL HOURS REQUIRED FOR TEACHING MINOR
4
4
4
4
4
4
4
28
*Spanish teaching minors are also required to take the Education courses listed under the
Spanish Teaching major.
Written Proficiency:
Written proficiency in Spanish required for all majors. Fulfillment of the written proficiency in a
second major does not satisfy the writing endorsement in the Spanish language. Checkpoint #2
in EDUC 321 must also be completed.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
NOTES: All courses in the major must be passed with a minimum of a C- before a student
is allowed to student teach.
Any additional courses required for teacher licensure must be passed with a minimum
grade of C- before a student will be allowed to student teach.
47
MUSIC EDUCATION
PROGRAM DESCRIPTION
The Bachelor of Music Education (BME) Degree enables students to meet requirements which
lead to an Iowa license for teaching music in both elementary and secondary schools. The Music
Department of Morningside College is a member of the National Association of Schools of
Music (NASM), and the requirements for entrance and for graduation in Music Education are in
accordance with the published regulations of NASM. Through choices in pedagogy courses
conducting courses, and in Methods II, an emphasis in instrumental, vocal, or general music is
possible.
Because much of the professional education content is covered in music education courses, BME
students complete a different sequence of courses in education than other teacher preparation
students. Competencies addressed in EDUC 300 are included in MUED 230, MUED 320, and
MUED 360. However, music education students are required to take SPED 208, EDUC 290,
PSYC 101, PSYC 260 or 303, and EDUC 490. They also need coursework in mathematics,
natural sciences, social sciences, and humanities in order to obtain an Iowa teaching license.
For all but piano majors, the minor applied will be piano until the proficiency is met (see the
Music Department Handbook).
All music education students have practicum experiences at both the elementary (K-6) and
secondary (7-12) levels, and all complete full-day, 14 week student teaching. During the 14
weeks they are assigned to cooperating teachers at both the elementary and secondary levels, in
either a choral or instrumental program.
REQUIREMENTS FOR A MAJOR IN MUSIC EDUCATION
Completion of the following required music courses:
MUEN
Music Ensembles
MUHL 102 Intro to Music
MUHL 401 Music History I
MUHL 402 Music History II
MUSC 102 Recital Attendance (6 semesters required)
MUSC 222 Introduction to Conducting
MUTC 103 Music Technology
MUTC 132 Music Theory and Ear Training I
MUTC 133 Music Theory and Ear Training II
MUTC 232 Music Theory and Ear Training III
MUTC 233 Music Theory and Ear Training IV
Piano Proficiency
Total Required Music Courses
48
8
4
4
4
0
2
2
4
4
4
4
0-4
40-44
Completion of an area of specialization:
VOCAL K-12
MUAL
Applied Music Lessons (Voice)
MUAL 421 Senior Recital Seminar
MUED 209 Vocal Pedagogy I
MUED 219 Instrumental Pedagogy Overview
MUED 230 American Music Education/Classroom Management
MUED 320 Music Methods I/Practicum
MUED 360 Music Methods II/Practicum
MUED 440* Student Teaching-Elementary Vocal
MUED 442* Student Teaching-Secondary Vocal
MUSC 313 Diction I
MUSC 314 Diction II
MUSC 324 Conducting-Choral
MUTC 345 Choral Arranging
*Senior Capstone Experience
Total Required Specialization Courses
VOCAL K-12 with Piano as Primary Instrument
MUAL
Applied Music Lessons (Piano)
MUAL
Applied Music Lessons (Voice)
MUAL 421 Senior Recital Seminar
MUED 209 Vocal Pedagogy I
MUED 219 Instrumental Pedagogy Overview
MUED 230 American Music Education/Classroom Management
MUED 320 Music Methods I/Practicum
MUED 360 Music Methods II/Practicum
MUED 440* Student Teaching-Elementary Vocal
MUED 442* Student Teaching-Secondary Vocal
MUSC 313 Diction I
MUSC 314 Diction II
MUSC 324 Conducting-Choral
MUTC 345 Choral Arranging
*Senior Capstone Experience
Total Required Specialization Courses
INSTRUMENTAL K-12
MUAL
Applied Music Lessons (Major Instrument)
MUAL
Applied Music Lessons (Secondary Instrument)
MUAL 190 Class Voice
MUAL 421 Senior Recital Seminar
49
7
1
2
1
4
4
4
6
6
2
2
2
2
43
7
4
1
2
1
4
4
4
6
6
2
2
2
2
47
7
1
1
1
MUED 215 Pedagogy of Brass
MUED 216 Pedagogy of Woodwinds
MUED 217 Pedagogy of Strings
MUED 218 Pedagogy of Percussion
MUED 230 American Music Education/Classroom Management
MUED 320 Music Methods I/Practicum
MUED 360 Music Methods II/Practicum
MUED 443* Student Teaching-Elementary Instrumental
MUED 444* Student Teaching-Secondary Instrumental
MUSC 323 Conducting-Instrumental
MUTC 344 Orchestration
*Senior Capstone Experience
Total Required Specialization Courses
INSTRUMENTAL K-12 with Piano as Primary Instrument
MUAL
Applied Music Lessons (Piano)
MUAL
Applied Music Lessons (Secondary Instrument)
MUAL 190 Class Voice
MUAL 421 Senior Recital Seminar
MUED 215 Pedagogy of Brass
MUED 216 Pedagogy of Woodwinds
MUED 217 Pedagogy of Strings
MUED 218 Pedagogy of Percussion
MUED 230 American Music Education/Classroom Management
MUED 320 Music Methods I/Practicum
MUED 360 Music Methods II/Practicum
MUED 443* Student Teaching-Elementary Instrumental
MUED 444* Student Teaching-Secondary Instrumental
MUSC 323 Conducting-Instrumental
MUTC 344 Orchestration
*Senior Capstone Experience
Total Required Specialization Courses
Completion of required education courses:
EDUC 290
Human Relations for Educators
EDUC 490
Effective Educators Seminar
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child/Adolescent Psychology
SPED 208
Survey of Exceptionalities & Practicum
A biology course
A mathematics course (required even if ACT is 24 or higher)
50
1
1
1
1
4
4
4
6
6
2
2
42
7
4
1
1
1
1
1
1
4
4
4
6
6
2
2
45
4
2
4
4
4
4
4
A humanities course (history, literature, modern language)
Total Required Education Courses
TOTAL HOURS REQUIRED FOR THE MAJOR
4
30
112-121
Written Proficiency: The department promotes writing skills, including coherent thought, clear
expression, factual content, appropriate style, and competence in mechanics. The department
further requires writing standards specific to the profession, including fluent use of musicians’
vocabulary and familiarity with standard musical reference materials. A music major obtains
departmental writing endorsement through a research paper submitted as part of the requirement
for MUHL 401 or 402.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
NOTES: All courses in the major must be passed with the minimum of a C- before a
student is allowed to student teach. Any additional courses required for teacher licensure
must also be passed with a minimum grade of C- before a student will be allowed to student
teach.
51
PHYSICAL SCIENCE
PROGRAM DESCRIPTION
The Physical Science Teaching Major qualifies students for an Iowa license to teach Physical
Science in grades 7-12. Check the Morningside College Catalog for teaching minors in this area.
REQUIREMENTS FOR A MAJOR IN PHYSICAL SCIENCE TEACHING:
Content:
A. Completion of the following required science /mathematics courses::
CHEM 121
General Chemistry I
4
CHEM 122 General Chemistry II
4
CHEM 201 Organic Chemistry I
4
CHEM 202 Organic Chemistry II
4
CHEM 305 Analytical Chemistry
4
MATH 205 Calculus and Analytic Geometry I
4
MATH 206 Calculus and Analytic Geometry II
4
PHYS 201
General Physics I
4
PHYS 202
General Physics II
4
PHYS 211
Calculus Applications for General Physics I
2
PHYS 212
Calculus Applications for General Physics II
2
NSCI 425
Methods of Teaching Secondary Science &
Practicum
2
Total Required Science/Mathematics Courses
42
B. Completion of the following elective courses:
Complete 8 credits from the following:
ENGR 274
Statics
2
ENGR 324
Introduction to Electronics
2
ENGR 325
Modern Electronics
2
PHYS 111* Geology
2
PHYS 112* Meteorology
2
PHYS 113* Astronomy
2
PHYS 114* Astronomy – Stars and Galaxies
2
PHYS 369
Dynamics
4
PHYS 411
Electricity and Magnetism
4
*Choose a maximum of 2 courses from these courses
Complete one specialized sequence from the following:
PHYS 316
Quantum Mechanics
2
PHYS 317
Modern Physics
2
ENGR435
Advanced Engineering Lab
or
PHYS 434
Advanced Physics Lab
2
or
CHEM 314 Physical Chemistry I: Classical
Thermodynamics
2
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8
6
CHEM 315
Physical Chemistry II: Chemical
Thermodynamics
CHEM 460* Chemistry Capstone
*Senior Capstone Experience
Total Elective Courses
2
2
C. Completion of the following required education courses:
EDUC 101
Foundations of Education
EDUC 290
Human Relations for Educators
EDUC 300
Instructional Design and Assessment &
Practicum
EDUC 321
Methods of Teaching in Secondary Schools
and Practicum
EDUC 405
Classroom Management for Elementary and
Secondary Teachers
EDUC 427
Secondary Student Teaching
EDUC 490
Effective Educator Seminar
SPED 208
Survey of Exceptionalities & Practicum
Total Required Education Courses
14
2
4
4
4
2
6 or 10
2
4
D. Completion of the following required education support courses:
PSYC 101
General Psychology
PSYC 260
Developmental Psychology
or
PSYC 303
Child and Adolescent Psychology
A biology course
A humanities course (history, literature, modern language)
Total Required Education Support Courses
TOTAL CREDITS REQUIRED FOR THE MAJOR
28 or 32
4
4
4
4
16
100 or 104
Written Proficiency
The Physics Department seeks to develop in its students the broad-based writing skills expected
of a practicing physicist/engineer. Each major will prepare a portfolio including a term paper,
one formal lab report, one term paper from a non-science course, and any one other scientific
report/term paper (at least four pages in length) of the student’s choosing. The student is
expected to maintain his/her portfolio and submit it for review to the department chair at least 4
months before anticipated graduation. The Department of Physics faculty will review the
portfolio and determine endorsement by consensus and Checkpoint #2 must be completed
successfully in EDUC 321.
ILAC: This will be completed in EDUC 490.
TAC: This will be completed with the final student teaching portfolio.
NOTES: All courses in the major must be passed with the minimum of a C- before a
student is allowed to student teach. Any additional courses required for teacher licensure
must also be passed with a minimum grade of C- before a student will be allowed to student
teach.
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COACHING ENDORSEMENT
Any student seeking teacher certification who is interested in a coaching endorsement, or a
student who is pursuing a non-teaching major but desires a coaching authorization, must
complete the following courses:
BIOL 207
PSYC 260
or
PSYC 303
SPRT 230
SPRT 254
Human Anatomy
Developmental Psychology
4
Child and Adolescent Psychology
Theory and Ethics of Coaching
Prevention and Care of Athletic Injuries
TOTAL CREDITS
4
2
2
This program is neither a major nor a minor, but is an approved cluster.
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12
READING ENDORSEMENT
PROGRAM DESCRIPTION
Morningside offers an endorsement program in reading, allowing the graduate to certify as a
teacher of reading in Title I programs. ENGL 203: Children’s Literature is required for the K-6
endorsement while ENGL 204 is required for the 7-12 endorsement. This program is neither a
major nor a minor.
EDUC 300
EDUC 315
EDUC 324
EDUC 414
EDUC 498
ENGL 203
or
ENGL 204
MORN 102
Instructional Design and Assessment & Practicum
Methods of Teaching Reading/Language Arts & Practicum
Reading in Content Areas
Diagnostic Teaching of Reading & Practicum
Language Acquisition and Development
Children’s Literature (K-6)
4
4
4
4
2
Adolescent Literature (7-12)
Composition and Communication
TOTAL CREDITS
2
4
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24
GENERAL STUDIES REQUIREMENTS FOR BACHELOR DEGREES
MORN 101
Passport: First Year Seminar
MORN 102
Composition and Communication
Academic and Cultural Art Series (ACAS) (20 events)
May Term
Quantitative Reasoning
Ethics and Personal Values
Global Awareness
American Experience
Empirical Reasoning
Creative Expression
Service Learning Flag
Religious Tradition Flag
4
4
0
4
4
4
4
4
2-4
4
0
0
More detailed information on these requirements can be found in the College Catalog.
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EDUCATION DEPARTMENT FACULTY
Scott L. Arnett
B.A., University of Oklahoma
M.A., University of Oklahoma
Ph.D., University of Oklahoma
Special Education
David W. Chobar
B.S., University of Illinois
Champaign-Urbana
M.S., University of Northern Colorado
Ph.D., Kansas State University
Secondary Education
John Gilbert
B.A., Brandon University
M.S., Shenandoah University
ESL
Pete Hathaway
B.A., Wayne State University
M.A., University of South Dakota
Chair
Secondary Education
Lorna Leavitt
B.A., Northwestern College
M.A.T., Morningside College
Special Education
Susanne Lubbers
B.A., University of South Dakota
M.S.E., Southwest Minnesota State University
Education
Joan C. Nielsen
B.A., Upper Iowa University
M.S., Drake University
Ed.S., Drake University
Elementary Education
Glenna Tevis
B.A., Morningside College
M.Ed., North Texas State University
Ph.D., University of Iowa
Director of Graduate Studies
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B. Cathy Wilt
B.S., Iowa State University
M.A.T., Morningside College
Elementary Education
Reading
SPECIAL METHODS FACULTY
Bisenius, Jim (Adjunct)
B.A., Loras College
M.A.T., Morningside College
Art
Bodiford, Gary
M.A.E., Briar Cliff University
Natural Science
Clarahan, Sarah
Mathematics
Kathleen Green
B.A., Hood College
M.A., University of South Dakota
Social Science
Jill Wilson
B.M., St. Olaf College
M.M.E., University of Northern Iowa
Music
58
ADJUNCT STUDENT TEACHER SUPERVISORS
Roy Messerole
B.A., Westmar College
M.A., University of South Dakota
Ed.S., University of South Dakota
Secondary
SUPPORT STAFF
Janet Chobar
Recommending Official
Lynn Kafka
Practicum Coordinator
Amy Kettmann
Administrative Asst., Pup Grant Program
Norma J. May
Director of Teacher Placement Bureau
Secretary/Education
Janice Petersen
Secretary for Graduate Studies
59