Education, School of

Amy Schweinle, Interim Dean
Robin Wiebers, Interim Associate Dean
Delzell Education Center
605-677-5437
ed@usd.edu
http://www.usd.edu/ed

BACHELOR OF SCIENCE IN EDUCATION, B.S.Ed.

MAJORS:

Elementary Education
Elementary Education/Special Education
Secondary Education
Secondary Education/Special Education

SECONDARY TEACHING MAJORS:

Art Education, B.F.A.
Biology Education, B.S.Ed.
Chemistry Education, B.S.
English Education, B.S.Ed.
History Education, B.S.Ed.
Mathematics Education, B.S.Ed.
Modern Languages Education (B.A.; German, B.A.; and Spanish, B.A. or B.S.Ed.)
Music Education, B.M. (Instrumental and Vocal)
Physics Education, B.S.
Political Science Education, B.A./B.S.
Spanish Education, B.S.Ed.
Speech Communication Education, B.S.Ed.

SINGLE SUBJECT MINORS:

Biology
Chemistry
Earth Sciences
Economics
English
History
Mass Communication
           Journalism
           Radio/TV
Mathematics
Modern Languages (K-12) (German, Spanish)
Music (Instrumental or Vocal)
Physical Sciences (Composite)
Physics
Political Science
Sociology
Speech Communication
Theatre

MINORS:

Child and Adolescent Development
Coaching
English Languages Learning (ELL)
Health (Non-Teaching)
Reading (K-12)

HISTORICAL PERSPECTIVE

In 1927, The Regents of Education formally established the School of Education for the preparation of teachers. Over the years, resources from across the University have been involved in the preparation of professional educators. In each of the subject-matter areas such as fine arts, humanities, languages, mathematics, sciences, and social sciences, the student has a chance to study under the best instructors in the region.

The School of Education prepares professional educators for both inside and outside of the classroom. Its research and practitioner based programs train future educators, counselors, leaders, and fitness and sport-related professionals. The shared vision of the School of Education is that of Inspiring and Leading through Excellence in Education. The School of Education’s academic programs are organized to include four divisions: Curriculum and Instruction; Counseling and Psychology in Education; Educational Leadership; Kinesiology and Sport Management; and Teacher Residency and Education. Field-based experiences are integrated throughout undergraduate programs to provide practical application, reflective decision-making, and continual development of life-long learners and leaders.

The National Council for Accreditation of Teacher Education (NCATE) has accredited all the School of Education programs for the preparation of elementary/secondary teachers, and school service personnel through the doctoral degrees. All programs leading to teacher certification or other school services licensures are approved by the State Board of Education of the South Dakota Department of Education (DOE).

FACILITIES

Most campus-based programs and activities for the School of Education are housed in the Delzell Education Center. This Center was designed and constructed in 1963 specifically for the types of activities conducted on campus for the training of teachers, counselors, practitioners, and educational leaders. The two story structure has 52,000 square feet of floor space and has classrooms, seminar rooms, the elementary school science laboratory, and counseling and practicum observation rooms for video and audio taping, computer labs, distance learning labs, Reading Recovery area, conference rooms and offices for faculty.

The offices, specialized learning/teaching stations, and several general classrooms for the Division of Kinesiology and Sport Management are located in the Sanford Coyote Sports Center, although several classes are taught in the DakotaDome. The Dome, a unique facility first occupied in 1979, provides a controlled climate for athletic contests, intramural and recreational activities, and professional studies in health, physical education and recreation.

SPECIALIZED CENTERS AND SERVICES

Center for Student and Professional Services

The School of Education’s Center for Student and Professional Services (CSPS), supports education  and kinesiology and sport management students from initial career awareness to teacher advisement, preparation, placement, certification, and follow up. CSPS is located in the Delzell Education Center, Rooms 113/114.

CSPS strives to empower students to become competent, dedicated, respectful, professionals who are prepared for the 21st century. The purpose of CSPS is to serve students at the undergraduate and graduate levels by providing services to educational as well as other personnel (a) entering the profession, (b) upgrading professional skills, (c) seeking certification or employment, or (d) changing careers.

Services provided by the CSPS are:

1. Admission Services: Admission to the School of Education and teacher education programs are handled through the CSPS (see Admissions).

2. Student Records: All official student records for teacher education are maintained in the central office system in the CSPS.

3. Advising Services: Undergraduate and graduate curricular, career, and academic advisement is available through the CSPS.

4. Informational Services: The CSPS has a collection of information describing programs within the School of Education and other opportunities in the field of education as well as kinesiology and sport management.

5. Teacher Education Field Placements: CSPS seeks to provide quality field placement experiences that include diversity experiences appropriate to the students’ teaching major and areas of emphasis in cooperation with P-12 schools and centers.

6. Certification Services: CSPS serves as the official certification office for all certificated education personnel positions.

Educational Research and Service Center

Established as the Educational Research and Service Center in 1958 by the SD Board of Regents, the School of Education Center for Educational Research provides internal support for faculty and student research, and a place for faculty to collaborate on research studies. The Center also provides technical assistance and consulting services to public and private PK-12 education, higher education, and nonprofit organizations. The Center will also maintain a website to serve as a clearinghouse for dissertation abstracts, white papers, conference presentations, etc.

Supporting Faculty Research

The Center will support and encourage faculty research by assisting with funding, providing consultation on design and analysis, assisting faculty to find collaborators, and assisting with research goal-setting and planning. Center personnel and members will offer opportunities to faculty and personnel to improve research and analysis skills. These opportunities could include workshops, brown bag lunch discussions, book clubs, webinars, symposia, etc. Topics could potentially range from ethical considerations, sampling, writing and publishing to statistical analysis, software, and presentations.

Promoting Research Collaboration

The Center will support and encourage collaboration within and outside the School of Education. Center personnel will assist in identifying and forming teams of individuals with necessary and complementary areas of expertise and skill for Center projects. The Center will also assist faculty in identifying potential collaborators for their own research.  It is important that the Center director maintain active involvement within the School of Education and across the university in organizations, the Office of Research, other centers, and other researchers. This involvement will ensure knowledge of activities and expertise leading to collaboration.  The Center will collaborate with the Associate Dean and Statistician. This collaboration will primarily entail translating assessment data into research and publication or assisting faculty with this translation.

Providing Services

Center personnel may enter into contracts with other organizations for purposes of assessment, evaluation, and research. Center support includes, but is not limited to: methodological or statistical consultation, data analysis, assistance applying for internal or external funding, contract solicitation or negotiation.

Induction and Mentoring

In 1993, the School of Education at the University of South Dakota established the Professional Development Center (PDC), now known as Induction and Mentoring,  with sites in several southeastern South Dakota school districts. The purpose of Induction and Mentoring is to develop the best learning environment for students and teachers. In Induction and Mentoring, mentors from the school districts and first-year teachers serving as graduate interns work together to exchange ideas, materials, teaching demonstrations, software development, and teaching technologies. Induction and Mentoring also fosters collaborative interaction among school educators and university teacher educators in terms of research, curriculum development, and technology enhancement. The Induction and Mentoring concept provides opportunities to influence both existing practices in school districts and the teacher education program at the University of South Dakota to better prepare an information age workforce for the future. 

The University of South Dakota Reading Recovery Training Center

The University of South Dakota Reading Recovery Training Center was established in 1997. The Training Center at USD provides training for Reading Recovery Teacher Leaders and Teachers according to international standards set forth by the Reading Recovery Council of North America and the North American Trainers Group. In addition to providing initial Teacher Leader and Teacher training, the Center also provides technical assistance to established Reading Recovery programs within the state and region by developing and delivering continued professional development opportunities for Teacher Leaders and Teachers and monitoring data from several thousand Reading Recovery students each year.

South Dakota Center for Law and Civic Education

The South Dakota Center for Law and Civic Education was established in 1992 and is housed in the Delzell Education Center. The Center’s purpose is to equip non-lawyers with knowledge and skills pertaining to the law, the legal process, the legal system, and the fundamental principles and values on which they are based. Law-related education (LRE) helps students develop the knowledge, skills, understanding, and attitudes necessary to function effectively in our pluralist, democratic society based on the rule of law. The Center serves as a resource clearinghouse for South Dakota and area educators.

ADMISSION REQUIREMENTS

Admission to Teacher Education

The School of Education recruits, admits, and retains candidates who demonstrate potential for professional success in schools. In doing so, the School of Education uses a comprehensive system to assess the qualifications of those candidates seeking admission.

The School of Education’s CSPS is responsible for all admission procedures for students enrolling in any teacher education program within the School of Education.

In addition to sophomore standing (completion of or enrollment in 30 hours) the student must satisfy all the criteria for admission to specific teacher education programs offered within the University. The criteria for admission include:

1. successful completion of an oral communication course (with a grade of C or above)

2. passing scores on the Core Academic Skills for Educators tests as approved by the School of Education with consideration of national, regional, state and local standards of practice.

3. cumulative grade point average of at least 2.70.

4. successful completion (with a grade of C or above) of EDFN 338 - Foundations of American Education (C) , TET 200, and initial 296 field experience.

5. twenty hours of validated work with youth.

6. completion of an application form with appropriate attachments.

Final decisions regarding a student’s application for admission to a teacher education program are reviewed and acted upon by the Basic Programs Admission and Retention Committee (BARC) of the School of Education.

Because of the responsibility of a member of the teaching profession to the total development of young people and notwithstanding a student’s enrollment in or graduation from the School of Education, the Dean and faculty of the School of Education reserve the right to refuse to recommend a student for a teaching certificate or to assign a student to a teacher education program if such recommendation or assignment, in their discretion, would appear to be contrary to or in violation of the South Dakota standards for teacher certification, teacher employment, or the Code of Professional Ethics for the Teaching Profession in South Dakota.

Advanced Standing

Because of the nature of programs in teacher education, it is normally necessary for students to spend a minimum of two years in the teacher education program to complete certification requirements. Students transferring after the beginning of the junior year may spend additional time in completion of degrees. Students who have earned nonteaching baccalaureate degrees and then wish to qualify for teacher certification are expected to meet all requirements as outlined for that teaching field in order to obtain recommendation for teaching certification.

Transfer students must have a minimum of 30 semester hours from the University of South Dakota to be recommended for certification.

Continuation in Teacher Education and Admission to the Residency Year

At the time of application to the residency year, students must provide evidence that they have attained second semester junior standing (usually 80 or more hours), achieved an overall cumulative grade point average of 2.70, achieved a grade point average of 2.70 in their major and professional areas, achieved a qualifying score in the Praxis Content test in their major (provide CSPS an official copy of the score report including the subtest scores), show evidence of successful completion of any additional courses or activities stipulated by their advisor in CSPS, be admitted to Teacher Education at least one semester prior to the student teaching semester, and have positive recommendations for student teaching from faculty members in their teaching major and professional areas and from prior field experiences from faculty and field supervisors.

Professional Year and Program Completion

The professional residency year constitutes the capstone experience in the preparation of teachers and includes a combination of study and practice. During the professional residency year, all students must participate in a full-time student teaching and learning experience in K-12 setting, normally from 8:00 to 4:00. Student teachers begin the year on the schedule of the assigned K-12 school. If in the first semester of residency, student teachers will be in the designated placement until the last day of the school district’s semester calendar. If in the second semester of residency, candidates will end the placement on the Friday before USD’s graduation. The residency year is conducted in off-campus settings during the senior year, thus the student must be prepared to live off-campus during this year. The prime consideration in student teaching placement is the professional development of the individual and verifying that the student has completed placements in a diversity of settings throughout his/her field experiences. The availability of locations for the year-long residency is determined by staffing patterns within the School of Education, master teacher availability at the various schools, and collaborative decisions between the field sites and the USD field placement office.

During the student residency year, students must take the Praxis PLT (Principles of Learning and Teaching) test at their teaching level and present the official copy of the ETS score report including the subtest scores to the School of Education CSPS office to be recommended for graduation. Students must meet the South Dakota qualifying score to be recommended for teaching certification in South Dakota.

Students must apply for the residency year in December if planning on student teaching in the fall, and in April if planning on student teaching the following spring. 

Initial Certification for Secondary and K-12 Content Areas

Teacher education programs for secondary and K-12 school teachers are offered to students enrolled in the College of Arts and Sciences, School of Education, or College of Fine Arts. Below are descriptions of the possible ways students can earn a Bachelors Degree with teaching certification. 

Bachelors of Science in Education (BSED) Students in this major are learning to teach content areas in 5-12 classrooms. Working with a CSPS advisor (Delzell 114) in the School of Education, students will choose a content area and create a plan to incorporate content and teaching courses into a program of study. Students must meet all admission requirements (See Admission Requirements) to continue and complete the BSED program. 

Bachelor of Arts or Bachelor of Science (BS or BA) with Certification Students wishing to complete a Bachelor of Arts or Bachelor of Science Degree in a content area from the College of Arts and Sciences may also complete certification requirements to teach at the 5-12 grade levels (k-12 for world languages). Students work with their Arts and Science advisor for content advising and work with CSPS advisors (Delzell 114) for admission to teacher education, residency, and certification requirements (See Admission Requirements). Please contact a CSPS advisor immediately if interested in teaching in order to receive information.

Bachelor of Fine Arts (BFA) with Certification 
 
Fine Arts students may work toward K-12 teacher certification while completing their BFA. Students work with their Fine Arts advisor for content advising and work with CSPS education advisors (Delzell 114) for admission to teacher education, residency, and certification requirements (See Admission Requirements). Please contact a CSPS advisor immediately if interested in teaching in order to receive information.

GRADUATION REQUIREMENTS

Candidates for the degrees of Bachelor of Science in Education or Bachelor of Science in Kinesiology and Sport Management must have earned a minimum of 120 hours of credit. An exit review may be required by the Basic Programs Admission and Retention Committee for students who wish to be recommended for teacher certification. A recommendation for teacher certification requires that the student shall have completed all academic requirements in the South Dakota Department of Education (DOE) and the National Council for the Accreditation of Teacher Education (NCATE) approved program of study for their teaching major and including the requirements in the School of Education (such as portfolio requirements and program exams), Institutional Graduation Requirements, University Core Curricula, professional education, and the major/minor teaching field requirements. Recommendation for teacher certification requires an overall cumulative grade point average of 2.70 and a grade point average of 2.70 in the major and professional areas. Evidence of successful completion of any additional coursework or activities which were prescribed at the entry level and satisfactory written evaluation of student teaching must be provided. No D’s are allowed in the major, minor, and education courses. In computing grade point average, all grades earned will be included; however, in the case of repetition of a course, only the most recent grade will be counted.

Because of the nature of the programs in teacher education, it will be necessary for a student to spend a minimum of two years in order to complete the requirements for certification. Some programs are so designed that entry at the first-year level is mandatory. Students transferring after the junior year can expect to spend additional time in completion of the degree. Students who have earned a non-teaching baccalaureate degree and now wish to qualify for teacher certification will be expected to meet all requirements as outlined for that teaching field in order to obtain a recommendation for teaching certification and assistance in job placement.

Minors

A minor in the School of Education is defined as at least 18 semester hours of coursework in one prefix area except where teacher certification and/or licensure requires additional hours.

Residence

To be recommended for teacher certification, students must earn the last thirty hours of their degree program in residence at the University of South Dakota and complete all requirements in an approved teacher education program as outlined in an undergraduate catalog published to cover a school period within the last four years prior to graduation. Transfer students may find it necessary to earn more than the minimum number of hours in order to complete all degree and certification requirements. Students intending to transfer to the University of South Dakota for teacher education programs should contact CSPS for information on what transfer coursework will meet degree requirements and what requirements need to be completed in residence.

Students who have earned a non-teacher education baccalaureate degree and wish to meet requirements for teacher certification should consult with advisors in CSPS prior to enrollment. Policies of CSPS and the Admission and Retention Committee determine which courses taken prior to admission to teacher education meet the established requirements.

UNDERGRADUATE AREAS OF STUDY

Elementary Education

Offerings in Elementary Education are designed to prepare undergraduate students as elementary school classroom teachers. Specialized coursework in Kindergarten and Early Childhood is also available. A K-12 minor is available in reading.

Health Education (Minor)

Offerings in Health Education focus on health at a personal level, as well as teacher preparation. All courses attempt to portray the dynamic state of health within our society and to look at the individual in terms of physical, social, emotional, spiritual, and intellectual health needs.

Kinesiology and Sport Management

Offerings in Kinesiology and Sport Management focus on the fields of physical education, exercise science, and sport management which prepare individuals in various areas of movement studies.

Secondary Education

Offerings in Secondary Education are designed to provide undergraduate students with the professional skills and experiences to teach in the content areas in secondary schools.

Special Education

Offerings in Special Education are designed to prepare students to teach students with mild and moderate disabilities in K-12 settings. Students pursuing special education must also qualify as an elementary or secondary school classroom teacher in regular education.

Technology Education

Specialized course offerings are available in Education Technology. Contact the School of Education CSPS office for specific information.

SCHOOL OF EDUCATION MINORS

Where there is a major in the School of Education, minors are presented immediately following the major in the catalog. Students may not count credit hours in the minor area when they are required and counted as major credit requirements, unless otherwise noted. See the education advisors in the School of Education for additional information regarding state standards for endorsements.

SCHOLARSHIPS

SOE Single Application 
The following scholarships are available for students each spring, with a deadline of March 1, via the School of Education application, which is accessed within the student portal. Some scholarships are available for in-coming freshman; however, most SOE scholarships are available to students once they reach junior status and have been accepted into the Teacher Education Program. 

Undergraduate - Freshman 

TRE:  

• Robert “Bid” and Jonette “Joni” Miller Scholarship (freshman - awarded for 4 years, available FA 2021) 

• Edis Juel and Sidney E. Anderson Scholarship (freshman - awarded for 4 years, available FA 2023) 

Undergraduate - Junior and/or Senior  

TRE:  

• Bill Matousek and Marjory Calderia Scholarship 
• Wayne H. Evans Sr. and Patricia Evans Teacher Education Scholarship (either UG or GRAD) 
• Jane Bartling Christensen Scholarship 
• Jeanne Spilde Gonzenbach Scholarship 
• Robert and Elizabeth Wood Elementary Education and Special Education Scholarship 
• Mary Wanserki Memorial Scholarship 
• Grant Heckenlively and Geri Heckenlively Brook Scholarship 
• Tony Cacek Outstanding Social Studies Student Scholarship 
• Ben and Lillie Otto Scholarship 
• Constance L. Hoag Scholarship 
• E. Louise Coover Memorial Scholarship 
• Hazel Linderman Scholarship 
• Roger H. Davies Memorial Scholarship 

Graduate   

C&I: 

• Mary Wanserki Memorial Scholarship 
• Wayne H. Evans Sr. and Patricia Evans Teacher Education Scholarship 
• Patricia Tschetter Mendell Memorial Scholarship 

CPE: 

• Hee-sook Choi School Psychology Scholarship 
• Anita Johnson Gwin Scholarship 
• Robert H. and Myrtle E. Knapp Scholarship 
• Marilyn J. Mabee Education Scholarship 
• David and Kay Olson Counseling Program Scholarship 
• E. Gordon Poling Memorial Scholarship 

ED Leadership: 

• Floyd and Marlys Ann Boschee Scholarship 
• Harry Dykstra Memorial Scholarship 
• Jan Ebersdorfer Women in Administration Scholarship 
• James W. Flevares Memorial Scholarship 
• Leroy Nelson Distinguished Service Scholarship 
• Frederic J. Petersen North Central Association Scholarship 
• H.C. “Rus” Rustad Memorial Scholarship 
• Perry L. Uhl Memorial Scholarship 
• Phil Vik Leadership Scholarship 
• Shawn P. Winthers Memorial Scholarship 

Coyote Commitment (or other use to satisfy scholarship programs) 

The following scholarships (to the best of my knowledge) are NOT applicable for students and are used to satisfy Coyote Commitment or other scholarship programs, using the MOA language to justify such use. In addition, some scholarships listed may either have expired or combined with another scholarship to increase funds available for use. Therefore, they should not be listed as available scholarships on webpages or catalogs.  

Undergraduate or Graduate 

• Allan D. & Lois E. Nelson Family Scholarship 
• Andrew D. & Carrie Aust Olson Memorial Schoarship 
• Barbara M. White Scholarship 
• Benjamin & Ruth Russow Scholarship 
• Bernice Newell Memorial Scholarship 
• Bessie Lang Owens Scholarship 
• Cragg Family Scholarship 
• Debra & Gary McKellips Scholarship 
• Donald L. Bechtel-School of Education Scholarship 
• Donna D. Dwyer Scholarship 
• Dr. Deborah Hout Johnson Scholarship 
• Education Scholarship 
• Elizabeth Fritsch Memorial Scholarship 
• Genevieve R. Cool Memorial Scholarship 
• Heartland Consumer Power District/Dan & Dot O’Connor Scholarship 
• Horace and Donna Walter Scholarship 
• HPER Scholarship 
• J. Nielsen Scholarship 
• Jim & Jean Beddow Family Scholarship 
• John & Helen Buehler Scholarship 
• John and Patricia Cruzeiro Scholarship 
• Katherine Plut Roth Education Scholarship 
• Marie (Reetz) Turney, Samuel Reetz Turney & Dello Halsted Turney Memorial Scholarship 
• Mark W. Delzell Memorial Scholarship 
• Mathnasium Scholarship 
• Maureen Senner Pickering & Leland Steele Scholarship 
• Mavis Fry By Scholarship 
• Norman G. & Midred L. Herren Scholarship 
• Norman Ward Memorial Scholarship 
• Otto Ullrich Scholarship 
• Pauline Champeny Estate Scholarship 
• Raleigh R. Steinbach Memorial Scholarship 
• Robert T. & Dorothy M. Lang Scholarship 
• Roger & Sandy Schaffer Scholarship 
• Russell & Jane Dokken Scholarship 
• School of Education Coyote Commitment Scholarship 
• Superintendent William J. “Bill” Cody Scholarship 
• Tom Walter Memorial Scholarship 
• Viola & Cecil Kipling Jr. Family Scholarship 
• Wilbur & Doris Townsend Scholarship