NSU Catalog 2022-2023 
    
    Apr 21, 2024  
NSU Catalog 2022-2023 [ARCHIVED CATALOG]


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English (BSEd)

Location(s): Northern State University Campus



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No grade below a “C” will be accepted in a course taken to fulfill the English requirements. English course not used in the major will still count in the major gpa. Students must maintain a 2.5 (BA) and a 2.7 (BSEd) cumulative grade point average in the major to meet graduation requirements.

Note: All English majors are required to take three semesters of a foreign language as part of their BA degree or two semesters of foreign language as part of their BSEd degree - preferably with all semesters in the same language but (in the case of the BA degree) in no more than two different languages. Students pursuing either the major or minor should declare their intentions as soon as possible, preferably when signing up for their second-semester composition course.

BSEd majors must complete the teaching emphasis and the professional education course work in Secondary Education, including the secondary methods course, SEED 424 - SEED 424 - 7-12 Language Arts Methods .

Secondary education candidates fulfill requirements in general education and take the PRAXIS Core Academic Skills for Educators (CORE) exam in their freshman year; they begin professional education coursework in their junior year. 5-12 education candidates must maintain a cumulative GPA of 2.70 and a 2.70 GPA in the major.

Student Learning Outcomes

  • Students will demonstrate a knowledge of Anglophone, regional, and world literature across a breadth of literary periods, to make connections between those works and the historical/cultural context within which they were produced, and make connections between a literary work and the students’ own cultural/personal context. (Cross-Curricular Skill: Intercultural Knowledge)
  • Students will demonstrate the ability to use literary terms accurately and appropriately. (Cross-Curricular Skill: Inquiry and Analysis)
  • Students will demonstrate the ability to analyze literary texts critically and deeply. (Cross-Curricular Skill: Inquiry and Analysis)
  • The students will demonstrate knowledge of the range and influence of print and non-print media and technology in contemporary culture. (Cross-Curricular Skill: Information Literacy)
  • Students will write coherent essays that employ the appropriate and responsible use of secondary sources as well as employ a range of rhetorical conventions appropriate for expository prose, creative writing, or journalism. (Cross-Curricular Skill: Critical and Creative Thinking)
  • Students will demonstrate a professionally appropriate understanding of the structure of language, including usage patterns of standard American grammar. (Cross-Curricular Skill: Foundational Lifelong Learning Skills)
  • Students will demonstrate growth in language usage and sophistication as readers as well as demonstrate self-efficacy in their ability to identify areas for improvement or potential growth. (Cross-Curricular Skill: Foundational Lifelong Learning Skills)
  • Teacher candidates use their understanding of child growth and development, individual differences, and diverse families, cultures and communities to plan and implement inclusive learning environments that provide each child with equitable access to high quality learning experiences that engage and create learning opportunities for them to meet high standards. They work collaboratively with families to gain a holistic perspective on children’s strengths and needs and how to motivate their learning. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving; Teamwork; Civic Knowledge and Engagement; Intercultural Knowledge; Diversity, Inclusion, and Equity)
  • Teacher candidates demonstrate and apply understandings of major concepts, skills, and practices, as they interpret disciplinary curricular standards and related expectations within and across literacy, mathematics, science, and social studies. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Problem Solving; Teamwork; Civic Knowledge and Engagement; Intercultural Knowledge; Diversity, Inclusion, and Equity)
  • Teacher candidates assess students, plan instruction and design classroom contexts for learning. Candidates use formative and summative assessment to monitor students’ learning and guide instruction. Candidates plan learning activities to promote a full range of competencies for each student. They differentiate instructional materials and activities to address learners’ diversity.
  • Teacher candidates foster engagement in learning by establishing and maintaining social norms for classrooms. They build interpersonal relationships with students that generate motivation and promote students social and emotional development. (Cross-curricular Skill: Information Literacy; Inquiry and Analysis; Critical and Creative Thinking; Problem Solving; Integrative Learning)
  • Teacher candidates make informed decisions about instruction guided by knowledge of children and assessment of children’s learning that result in the use of a variety of effective instructional practices that employ print, and digital appropriate resources. Instruction is delivered using a cohesive sequence of lessons and employing effective instructional practices. Candidates use explicit instruction and effective feedback as appropriate and use whole class discussions to support and enhance children’s learning. Candidates use flexible grouping arrangements, including small group and individual instruction to support effective instruction and improved learning for every child. (Cross-curricular Skill: Inquiry and Analysis; Information Literacy; Problem Solving; Integrative Learning)
  • Teacher candidates promote learning and development of every child through participation in collaborative learning environments, reflective self-study and professional learning, and involvement in their professional community. (Cross-curricular Skill: Inquiry and Analysis; Critical and Creative Thinking; Information Literacy; Problem Solving; Teamwork; Civic Knowledge and Engagement; Intercultural Knowledge; Diversity, Inclusion, and Equity, Ethical Reasoning; Foundational Lifelong Learning Skills)

Coursework Required


British Literature Survey (choose one course)


American Literature Survey (choose one course)


Shakespeare Course (choose one course)


Linguistics Elective (choose one course)


Senior Seminar (choose one course)


Theory Course (Choose one not used to satisfy an English Emphasis requirement)


English Emphasis (Choose one - 12 credits)


Total: 45 credits


English Emphases


Creative Writing Emphasis


Second British Literature Survey (3 credits)

Rhetoric Elective (3 credits)

Literature Emphasis


Second British Literature Survey (3 credits)

Second American Literature Survey (3 credits)

An additional literature course not used to satisfy any other requirement (3 credits)

Professional Writing Emphasis


Additional Professional Writing Electives (6 credits)

Rhetoric elective (3 credits)

Second British Literature Survey (3 credits)

Second American Literature Survey (3 credits)

Pre-Admission Field Experience


Pre-admission field experience (PAFE) taken concurrently with EPSY 302 on NSU campus:

The purpose of the pre-admission field experience is self-awareness, self-selection, professional selection, reflection, and goal setting. Students registered for EPSY 302 - Educational Psychology , will also enroll in EPSY 296 (PAFE) and will receive specific instructions for completion of the PAFE. Students must observe and assist a teacher for a minimum of two full school days (16 hours). Students will not be approved for admission to the teacher education program until this course is completed with a grade of “C” or higher. Students must have a minimum of 2.6 GPA for registration in EPSY 302 - Educational Psychology .

Pre-admission field experience (PAFE) when credit has already been received for EPSY 302 :

In cases where a student has previously earned credit for EPSY 302 , they may enroll in EPSY 296  if they:

  • Are a degree seeking education major at NSU.
  • Have a 2.6 cumulative GPA.
  • Completed EPSY 302  with a “C” or higher.
  • Can attend the face-to-face PAFE registration and placement meetings on NSU campus.

Teacher Education Information (Undergraduate)


A major focus for Northern State University is the preparation of professional educators.  The Millicent Atkins School of Education Teacher Education Program prepares teachers whose instructional decision making is based on current theory, research, and experience.  The School of Education offers bachelor’s degree programs in elementary education, K-12 education, and secondary education. 

Any student who plans to major in education at Northern State University must complete the system-wide core, institutional graduation, and degree requirements for the Bachelor of Science in Education, including professional education courses and major and minor requirements as established for the appropriate discipline.  Students who successfully complete a teacher education program will be recommended for a teaching certificate issued by the state of South Dakota. 

All teacher education programs comply with certification requirements and have been approved by the SD Department of Education.  Students will complete content and pedagogy examinations at the achievement level set by the SD Department of Education. 

Accreditation

Northern State University is accredited by the Higher Learning Commission, and the Teacher Education Program in the Millicent Atkins School of Education is accredited by CAEP (Council for the Accreditation of Educator Preparation).  The BME in Music Education is also accredited by the National Association of Schools of Music.

NOTE:


ELRN 535  and ELRN 585  may be taken in place of ELRN 435  and ELRN 485  if accepted into the accelerated MSEd Instructional Design in E-learning program and completed at least 90 credit hours of the undergraduate program.

General Education Requirements


Baccalaureate degrees - 30 credits

Associate degrees - 24 credits

Goal #1: Written Communication (6 credits Baccalaureate/Associate)


Student enrollment in the initial English course is determined by the Board of Regents placement policy found in the Academic Affairs Guideline 7.6.B.

Goal #2: Oral Communication (3 credits Baccalaureate/Associate)


Goal #4: Arts and Humanities (6 credits Baccalaureate [in two disciplines]/3 credits Associate)


Baccalaureate - Six (6) credits hours (in two disciplines).

Goal #5: Mathematics (3 credits Baccalaureate/Associate)


Student enrollment in the initial Mathematics course is determined by the Board of Regents placement policy found in the Academic Affairs Guidelines 7.6.A.

Goal #6: Natural Sciences (6 credits Baccalaureate/3 Credits Associate)


Associate Degree Flexibility (3 credits)


Students have the flexibility to select an additional three credits from Goal #3, #4, or #6 with courses selected from different disciplinary prefixes.

Degree Requirements (BSEd and BME)


  • 3 credits
  • 3 credits
  • 3 credits
  • In addition to fulfilling all General Education Requirements, candidates for the Bachelor of Science in Education or Bachelor of Music Education degrees must take the professional education course work required for certification in the state of South Dakota. See specific requirements for Elementary Education; K-12 Certification requirements for majors including Art, Health/Physical Education, Music, World Languages, and Special Education; and secondary education requirements for BSEd majors in Biology, Chemistry, English, History, Mathematics, and Social Sciences.

TOTAL CREDITS REQUIRED: 120 CREDITS


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