BSEd in Social Science

• Students will be able to use the methods of the social sciences in investigating important questions about people and society.
• Students will be able to express clearly in writing the results of their research.
• Students will be able to present course content in a style appropriate to the junior high and high school classroom.
• Students will be able to identify and explain important figures and events in American and world history.
• Student will be able to use social science techniques and concepts in analyzing new knowledge and current events.
• Teacher candidates will understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and design and implement developmentally appropriate and challenging learning experiences. (Cross-curricular Skill: Critical and Creative Thinking)
• Teacher candidates will use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (Cross-curricular Skill: Diversity, Inclusion, and Equity)
• Teacher candidates will work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. (Cross-curricular Skill: Teamwork)
• Teacher candidates will understand the central concepts, tools of inquiry, and structures of the discipline(s) they teach and create learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. (Cross-curricular Skill: Inquiry and Analysis)
• Teacher candidates will understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. (Cross-curricular Skill: Critical and Creative Thinking)
• Teacher candidates will understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher's and learner's decision making. (Cross-curricular Skill: Problem Solving)
• Teacher candidates will plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. (Cross-curricular Skill: Integrative Learning)
• Teacher candidates will understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. (Cross-curricular Skill: Inquiry and Analysis)
• Teacher candidates will engage in ongoing professional learning and use evidence to continually evaluate their practice, particularly the effects of their choices and actions on others (learners, families, other professionals, and the community), and adapt practice to meet the needs of each learner. (Cross-curricular Skill: Ethical Reasoning)
• Teacher candidates will seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. (Cross-curricular Skill: Civic Knowledge and Engagement & Teamwork)

Program Requirements

• IDL 190 - Seminar 1-3 credits (2 credits required)
• ECON 201 - Principles of Microeconomics 3 credits
  Or
  ECON 202 - Principles of Macroeconomics 3 credits
• GEOG 210 - World Regional Geography 3 credits
• HIST 121 - Western Civilization I 3 credits
• HIST 122 - Western Civilization II 3 credits
• HIST 151 - United States History I 3 credits
• HIST 152 - United States History II 3 credits
• POLS 100 - American Government 3 credits
• PSYC 101 - General Psychology 3 credits
  Or
  SOC 100 - Introduction to Sociology 3 credits

Electives (24 Credits)

• Choose 2 U.S. History courses (HIST 300 or 400 level)
• Choose 2 non-U.S. History courses (HIST 300 or 400 level)
• Choose 2 Political Science courses (POLS 300 or 400 level)
• Choose 2 Geography courses (GEOG 300 or 400 level)

Secondary (7-12) Teacher Education Requirements - 45 Credits

As recommended by NSU's Millicent Atkins School of Education.

• EDFN 102 - Introduction to Education 3 credits
• SPED 100 - Introduction to Persons with Exceptionalities 3 credits
• EPSY 302 - Educational Psychology 3 credits
• SEED 296 - Field Experience 0-1 credit (1 credit)
• INED 411 - South Dakota Indian Studies 3 credits
• SPED 441 - Inclusive Methods for Diverse Learners 2 credits
• SEED 396 - Field Experience 1-3 credits (1 credit)
• ELRN 435 - Principles of Instructional Design 3 credits OR
• ELRN 535 - Principles of Instructional Design 3 credits
• EDFN 440 - Classroom Management 2 credits
• EPSY 428 - Child and Adolescent Development 3 credits
• EDER 415 - Educational Assessment 2 credits
• SEED 496 - Field Experience 1-12 credits (1 credit required)
• ELRN 485 - Classroom Technology 3 credits OR
• ELRN 585 - Classroom Technology 3 credits
• SEED 400 - 7-12 Curriculum and Instruction 3 credits
• SEED 450 - Reading and Content Literacy 2 credits
• EDFN 472 - School Law and Ethics for Educators 2 credits
• SEED 488 - 7-12 Student Teaching 2-16 credits (8 credits required)
• Praxis Content Exam

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 ELED/SPED/SEED MUS 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 the credit has already been received for EPSY 302:

In cases where a student has previously earned credit for EPSY 302, they may enroll in ELED/SPED/SEED/MUS 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.

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.

Employment of high school teachers has been projected to grow 6 percent from 2014-2024, about as fast as the average for all occupations. School districts in our region have reported an ongoing shortage of qualified social science teachers.