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ED 090 CUTTING EDGE RESOURCE SEMINAR (3.00 credits)
Designed to support each Cutting Edge student throughout their time in college. Its curriculum is individualized to help each student, one on one or in small groups, to ensure maximization of learning. The support given ranges from academic to social to occupational and often includes all of the above. Prerequisites: admission to Cutting Edge program.
ED 091 SAFETY IN THE COMMUNITY (2.00 credits)
This course is designed to help students learn what if feels like to be safe versus unsafe and uncertain, and to recognize situations that provoke these feelings. Students will learn to build an instinctual response to feelings of being unsafe and the importance of trusting those instincts. In large and small groups the class will explore each individual's role in the world. Prerequisites: admission to Cutting Edge program.
ED 092 FRIENDS DATING AND DIVERSITY (2.00 credits)
This course is designed to help students learn about being a part of a diverse college community and will include how to live and learn with peers. In large and small groups the class will explore relationships between friends, roommates, tutors, professors, girlfriends/boyfriends, coworkers, classmates, and bosses. Prerequisites: admission to Cutting Edge program.
ED 093 CUTTING EDGE INTERNSHIP (3.00 credits)
This experience provides for on-off campus internships designed to teach vocational and social skills while expanding each student's ability to work well with others. Students will further develop their ability to respond appropriately to requests from others, especially on the job, including their ability to be assertive without being confrontational. Prerequisites: acceptance to Cutting Edge program.
ED 094 HUMAN ISSUES IN THE COMMUNITY (3.00 credits)
In this course students will look at something in their world that is related to social justice and find a way to be a part of the solution. The course requires volunteerism and community action. Students need to look at social issues from multiple perspectives and find ways they can effectively contribute toward positive change. Prerequisites: admission to Cutting Edge program.
ED 095 INDEPENDENT LIVING SEMINAR (1.00 credits)
This course is designed to provide support to the Cutting Edge students who reside in 'on campus' student housing. Students who want to live in a residence hall receive support from a Cutting Edge Resident Support Person who is responsible for oversight of the safety and integration of Cutting Edge students. Students learn practical daily living skills such as money management, personal care, and effective interpersonal communication skills. Prerequisites: admission to Cutting Edge Program
ED 096 CUTTING EDGE CAREER EXPLORATION (0.00 - 2.00 credits)
This course offers a variety of short-term hands-on experiences in the business community, as well as job shadowing and company tours. Students learn how to access Career Services and prepare a resume and portfolio. Prerequisites: admission to Cutting Edge program.
ED 097 SUMMER OUTREACH PROJECT (2.00 credits)
This course is an independent living workshop that involves an independent living overnight component. Students will be involved in a one week intensive curriculum focused on daily living and functional skills carried out in the residence halls of the college campus. This experience will include such skills as grocery shopping, cooking, cleaning, and living away from home. Prerequisites: admission to Cutting Edge program.
ED 099 EDUCATION PRACTCUM PARAPROFESSIONAL (3.00 credits)
This course provides students with a hands-on experience in the classroom. Students will actively participate in duties that are typically assigned to paraprofessional educators. Prerequisites: Consent of Advisor.
ED 101 PRAXIS PREP: READING AND WRITING (0.00 credits)
The Praxis I Prep will teach students proven test-taking strategies designed specifically for the Praxis I, including how to avoid decoys and choose the right answer on reading and math multiple choice questions. This class will look at relevant practice test questions from our practice tests. (S)
ED 198A 1D ETHOS, ECLGY & SELF: ED RECONSDERD (4.00 credits)
This COR 1 course explores what it means to think about education through an exploration of self and mass media. The course challenges students to understand identity through intersectionalities of difference (race, class, gender, sexuality, etc). This course looks at privilege and marginalization, challenging students to understand how discriminatory and restrictive interactions undermine human sustainability and socially just distributions of resources. Culturaly relevant educational approaches and pedagogies will be explored for how they can work toward equitably supporting all peoples. Education majors may use this course to fulfill the ED 200 requirement. Prerequisites: This course is for first semester freshmen or freshmen transfer students.
ED 200 D ED & IDENTITY IN PLRALISTIC SOCIETY (3.00 credits)
Students will examine, interact with, and explore the pluralistic and diverse educations and identities of peoples in Wisconsin, the United States, and beyond through the lenses of privilege, oppression, and opportunity before and beyond the 21st century. Individual and institutional discrimination will be examined through culturally significant identities vistas that include race, ethnicity, gender, sexuality, class, language, and ability. Through self-analysis and reflection, historical investigation linked with analysis of contemporary school programming, schools and society, school/community-based experiences, and communication-skill building, students will learn how to be culturally responsive to the contexts of communities and the dynamics of difference. Course meets Wisconsin DPI American Indian Tribes requirement. Course will have a primary emphasis on Wisconsin Teacher Standards 3, 6, and 10 and will involve fieldwork. Prerequisites: second year students only or consent of the School of Education.
ED 200A CONFLICT RESOLUTION (1.00 credits)
ED 200A focuses on human relations and conflict resolution. Students will develop the knowledge, skills, and dispositions needed to work successfully in pluralistic classrooms and professional environments. The implications of individual and institutional discrimination will be examined through culturally significant characteristics (such as race, culture, socioeconomic status, language, ability, gender, gender identification, and sexual orientation) of individuals and groups within the United States, and the intersections among them. Through self- analysis and reflection, historical investigation linked with analysis of contemporary schools and society, school/ community-based experiences, and communication skill-building. Students will learn how to be responsive to the cultural contexts of communities and the dynamics of difference. Students will use their understanding of the past and present to inform their professional practice, and consider their role in working for positive change in the face of complexity. Course meets Wisconsin DPI Conflict Resolution requirement. This course will involve fieldwork. Prerequisites: Consent of the School of Education.
ED 200B AMERICAN INDIAN TRIBES OF WISCONSIN (1.00 credits)
Students will develop the knowledge, skills, and dispositions needed to work successfully in pluralistic classrooms and professional environments. The implications of individual and institutional discrimination will be examined through culturally significant characteristics (such as race, culture, socioeconomic status, language, ability, gender, gender identification, and sexual orientation) of individuals and groups within the United States, and the intersections among them. Through self- analysis and reflection, historical investigation linked with analysis of contemporary schools and society, school/ community-based experiences, and communication skill-building. Students will learn how to be responsive to the cultural contexts of communities and the dynamics of difference. Students will use their understanding of the past and present to inform their professional practice, and consider their role in working for positive change in the face of complexity. Course meets Wisconsin DPI American Indian Tribes requirement. This course will involve fieldwork. Prerequisites: Consent of the School of Education.
ED 200C 2D ED & IDENTITY IN PLRALISTIC SOCIETY (4.00 credits)
This course stresses the emphasis on students developing the knowledge, skills, and dispositions needed to work successfully in pluralistic classrooms and professional environments. It will integrate a community-based learning experience at the Lussier Community Center. Students will work with elementary or middle school youth in an after school enrichment program called LEAP 2 College, the goals of which are to better prepare students who are traditionally under-represented in higher education for college access and success. Students who enroll in this course must be availble to volunteer at Lussier from 3:30-5:00pm on either Tuesdays or Thursdays. LEAP 2 College gives students the opportunity to build relationships with youth and provides a lens through which to understand the implications of individual and institutional discrimination on achievement and college access. Students will learn to be responsive to the cuntural contexts of communities and the dynamics of difference. They will use their understanding of the past and present to inform their professional practice, and consider their role in working for the building of a more just and compassionate world in the face of complexity. Course meets Wisconsin DPI American Indian Tribes requirement, and has s primary emphasis on Wisconsin Teacher Standards 3, 6, 9, and 10. Prerequisite: COR 1 and sophomore standing. (F/S) Cross-listed with ETHS 200C 2D. This section will fulfill the COR 2 requirement at Edgewood.
ED 201 TEACHER AS INQUIRER I: REF PRAC (2.00 credits)
This practicum-based course (in a formal classroom setting) explores the teaching profession and introduces students to the conceptual framework, program, and portfolio at Edgewood College. The practicum site will be used as a learning laboratory to develop skills in observation, analysis, and reflection, and make use of the practicum to promote professional growth. Students should be prepared to participate in a wide variety of classroom activities, which may include observation, one-on-one tutoring, small group facilitation and whole class interaction. Course includes seminar meetings as arranged by instructor, which may be held off campus. This course will involve practicum. Prerequisites: second year students only sophomore status required or consent of the School of Education.
ED 210 J INFANCY AND CHILDHOOD (3.00 credits)
This course is designed to provide a study of the physical, cognitive, social, and emotional development of the child through prenatal, infancy, early childhood, and middle childhood periods. It will focus on the comprehension, application, and analysis of theories and issues of childhood, including social, emotional, intellectual, physical, and moral development and learning. Special attention is given to educational implications for children from diverse backgrounds. A 20-30 hour practicum is required. Prerequisites: ED 201 or concurrent, declared Child Life major, or consent of the instructor.
ED 215 J INFANCY THROUGH YOUNG ADULT (3.00 credits)
This course is designed to provide a study of the physical, cognitive, social and emotional development of the child through prenatal, infancy, early childhood, middle childhood, pre-adolescence, adolescence, and young adulthood periods. It will focus on: (a) the comprehension, application, and analysis of theories and issues of childhood, including social, emotional, intellectual, physical, and moral development and learning; (b) changes and problems in the transition from childhood to adulthood, including social, emotional, intellectual, physical, and moral development and learning. Special attention is given to educational implications for children from diverse backgrounds. A 20-30 hour practicum is required. Prerequisites: ED 200, ED 201 or concurrent, declared Child Life major, or consent of instructor.
ED 220 J ADOLESCENT PSYCHOLOGY (3.00 credits)
This course is designed to provide a study of physical, cognitive, social and emotional development of the adolescent. It will focus on the comprehension, application, and analysis of theories and issues in adolescence, including social, emotional, intellectual, physical, and moral development and learning. Special attention is given to educational implications for adolescents from diverse backgrounds. A practicum is required. Prerequisites: ED 200, ED 201 or concurrent, declared Child Life major, or consent of instructor.
ED 251 PRECOLLEGE MENTORING AND COACHING-1 (2.00 credits)
Committed to College (C2C) is a unique partnership among Edgewood College, Cherokee Middle School, and Madison West High School. This course will prepare students to serve as academic coaches to eighth graders at Cherokee and high school students at West as part of Edgewood's C2C college readiness initiative. The first six weeks will explore issues of college access, such as equity opportunity gaps and education debt, effective study strategies, and developing a college-going culture. Class seminars are held at Edgewood. In addition, academic coaches will spend at least one hour each week in one-to-one sessions at the school of their scholar. This is a yearlong sequence that totals 4 credits. Students will register for ED 251 for the fall semester and ED 252 for spring semester. Enrollment requires sophomore standing or consent of the instructor. ED 251 and 252 are COR 2 courses. Both semesters must be successfully completed to earn COR 2 tag. Course meets Mondays, 3-450pm. Students registering for ED 330 may also participate in C2C by completing the ED 330 practicum in the fall and registering for ED 252 in the spring. Both semesters must be completed to earn the COR 2 tag. Another way for Edgewood students to participate in C2C is for Independent Study credit. This is an excellent way to work one-to-one with a deserving student on college readiness. Please see the instructor for consent. This action-centered course offers first hand experience in Madison schools and a chance to explore your own values while making a difference in the lives of others.
ED 251 2 PRECOLLEGE MENTORING AND COACHING (2.00 credits)
Committed to College (C2C) is a unique partnership among Edgewood College, Cherokee Middle School, and Madison West High School. This course will prepare students to serve as academic coaches to eighth graders at Cherokee and high school students at West as part of Edgewood's C2C college readiness initative. The first six weeks will explore issues of college access, such as equity, opportunity gaps and education debt, effective study strategies, and developing a college going culture. Class Seminars are held at Edgewood. In addition, academic coaches will spend at least one hour each week in one-to-one sessions at the school of their scholar. This is a yearlong sequence that totals 4 credits. Students will register for ED 251 for fall semester and ED 252 for spring semester. Enrollment requires sophomore standing or consent of the instructor. ED 251 and 252 are COR 2 courses and are cross-listed as HI 305 and HI 405. Both semesters must be completed successfully
ED 252 2 PRECOLLEGE MENTORING AND COACHING-2 (2.00 credits)
Committed to College (C2C) is a unique partnership among Edgewood College, Cherokee Middle School, and Madison West High School. This course will prepare students to serve as academic coaches to eighth graders at Cherokee and high school students at West as part of Edgewood's C2C college readiness initiative. The first six weeks will explore issues of college access, such as equity opportunity gaps and education debt, effective study strategies, and developing a college-going culture. Class seminars are held at Edgewood. In addition, academic coaches will spend at least one hour each week in one-to-one sessions at the school of their scholar. This is a yearlong sequence that totals 4 credits. Students will register for ED 251 for the fall semester and ED 252 for spring semester. Enrollment requires sophomore standing or consent of the instructor. ED 251 and 252 are COR 2 courses. Both semesters must be successfully completed to earn COR 2 tag. Course meets Mondays, 3-450pm. Students registering for ED 330 may also participate in C2C by completing the ED 330 practicum in the fall and registering for ED 252 in the spring. Both semesters must be completed to earn the COR 2 tag. Another way for Edgewood students to participate in C2C is for Independent Study credit. This is an excellent way to work one-to-one with a deserving student on college readiness. Please see the instructor for consent. This action-centered course offers first hand experience in Madison schools and a chance to explore your own values while making a difference in the lives of others.
ED 260 EXPLORING LANGUAGE (3.00 credits)
An exploration into the linguistic study of language and its educational implication for English language learners. The course will investigate how a social functional view of language can provide teachers with a way of talking about language as a useful pedagogical tool. Basic lingusitic concepts in the areas of phonetics, phonology, morphology and grammar will be covered as well as register, genre, and the language of school. A field experience is required.
ED 262 FOUNDATIONS OF ESL & BILINGUAL EDUC (3.00 credits)
This course introduces students to the historical, political and social issues that contributed to the formulation of local, state and federal education policies for linguistically and culturally diverse students. The aspects of language aquisition theories as they relate to specific program models are included through a prism of cultural and linguistic relevant pedagogy and educational empowerment through family and community engagement. Prerequisites: Preliminary Entry to Teacher Education.
ED 271 P INTRO TO PHILOSOPHY OF EDUCATION (3.00 credits)
This course offers an introduction to what lies beyond certain common sense understandings of education by examining the philosophical roots of traditionalist, progressivist, and functionalist understandings of education, examining two antagonistic views of moral education, and examining the meaning of authenticity in educational thinking through post-Cartesian existentialism. Prerequisites: PHIL 101.
ED 275A TOPICS: PEDAGOGY FOR MUS: FOLK INST (1.00 - 2.00 credits)
A study of methods, materials, and the development of competencies and skills used in the music classroom. Crosslisted with MUS 275. Prerequisites: None.
ED 275B TOPICS: PEDAGOGY FOR MUS: BRASS PED (1.00 - 2.00 credits)
A study of methods, materials, and the development of competencies and skills used in the music classroom. Crosslisted with MUS 275. Prerequisites: None.
ED 275C TOPICS: PEDAGOGY FOR MUS: WOODW PED (1.00 credits)
A study of methods, materials, and the development of competencies and skills used in the music classroom. Crosslisted with MUS 275. Prerequisites: None.
ED 275D TOPICS: PEDAGOGY FOR MUS: STRING (1.00 credits)
A study of methods, materials, and the development of competencies and skills used in the music classroom. Crosslisted with MUS 275. Prerequisites: None.
ED 275E TOPICS: PEDAGOGY FOR MUS: PERCUSSN (1.00 - 2.00 credits)
A study of methods, materials, and the development of competencies and skills used in the music classroom. Crosslisted with MUS 275. Prerequisites: None.
ED 275F TOPICS: PEDAGOGY FOR MUS: VOCAL (2.00 credits)
A study of methods, materials, and the development of competencies and skills used in the music classroom. Crosslisted with MUS 275. Prerequisites: None.
ED 279 INDEPENDENT STUDY - EDUCATION (1.00 - 4.00 credits)
Topics and credits will be determined and approved by the School of Education. Prerequisites: consent of instructor.
ED 290 2Q CONCEPTN OF GENDER: INFANCY-ADOLESC (3.00 credits)
This course will interrogate the social and institutional processes through which the construction of gender takes place through readings, discussion, and experiences in school or community-based settings. Students will consider the ethical dimensions of gender conceptions, the ways their own worldviews of gender have formed and informed their experiences, and strategies for enacting gender in order to help build a more just and compassionate world. This course will involve a fifteen-hour field placement in an educational setting during the school day. Prerequisites: COR 1, J tag, sophomore standing.
ED 301 INTRODUCTION TO CHILD LIFE (3.00 credits)
The child life profession, including theoretical and historical perspectives on child life; programming, job availability, trends affecting academic preparation; program requirements, field experiences, including practicum placements, internships and volunteer experiences; supplemental career options; interviews and presentations of program directors, child life professionals, and alumnae working in the field of child life. Prerequisites: Second year students only
ED 302 I TECH LITERACY & ED APPLICATIONS (3.00 credits)
This course makes use of library and other instructional resources, including school instructional media programs; students will gain experience in evaluating and using instructional materials and technological resources. Special attention will be given to the concepts of digital citizenship, use of Web 2.0 tools and the ways in which technological standards form the basis for selection of educational tools for pedagogical use. Prerequisites: ED 200, 201, or concurrent enrollment.
ED 306 EXCEPTIONAL CHILDREN AND YOUTH (3.00 credits)
Addresses the nature of learners who are members of special populations. Examines disabilities and exceptionalities through demographic and characteristic lenses, as well as incidence rates and etiology. Best practice methodologies conclude all analyses. This course will involve fieldwork. Prerequisites: Preliminary Entry level, sophomore standing, ED 200, 201, and 210, 215 or 220.
ED 307 K LANGUAGE DEVELOP & INSTRUCTION (3.00 credits)
This course introduces the interplay between language and society. It discusses multilingualism, regional and social dialects, as well as the role of linguistic attitudes and language variation in language learning and teaching. The course introduces the role that academic language plays in the educational experience and the importance of planning and scaffolding for academic language development and awareness. From a genre-based perspective, participants will learn to analyze school-based texts for meaning making and for planning instructional cycles that support language development in reading, writing, and speaking activities throughout the content areas. Prerequisites: Preliminary Entry level, ED 200, 201.
ED 308 HISTORY OF CHILD LIFE (3.00 credits)
An overview of the history of the child life profession, from the earliest development of pediatric care and the identification of psychosocial care for children in health care settings, through the emergence of childlife as a professional organization. Topics will include fundamental theorists and researchers, and key pioneers whose work help define the profession, the Association for the Care of Children in Hospitals, the Child Life Council, and the CLC Archives. This is a predominantly online course. Prerequisite: ED 301 Introduction to Child Life
ED 311 WELLNESS IN EDUCATION (3.00 credits)
This course provides introductory knowledge and skills to integrate concepts of health, nutrition and physical education into the elementary school curriculum. Instruction in developmentally appropriate programs for physical fitness and health promotion will build understanding of personal and community health issues in schools today. Prerequisites: ED 210, 215, or 220; or Child Life major.
ED 316 TRANSITION TEAM FAMILY IN SPEC ED (3.00 credits)
This course examines the outcomes realized by youth with disabilites and correlations with documented family and school interventions. It will further focus on exemplary methodologies for promoting team and family involvement in the school-to-work transition process of youth with disabilities. A supervised practicum is required in this course
ED 318 ASSESS & EVAL IN CROSS CAT SPEC ED (3.00 credits)
This course examines principles and practices of identification and assessment for special needs pupils. Instruction and practice in statistical concepts and applications; item writing and test construction; selection, use, and interpretation of standarized and teacher made tests and observation techniques. Norm-referenced test is emphazied.
ED 324 THE HELPING RELATIONSHIP (3.00 credits)
The role of the professional in helping relationships; family/professional partnerships emphasized. Includes skills and methods of communication, personal support, and facilitation; personal assessment of skills needed in helping relationship professions, including child life, special education, social work, nursing, counseling, and teaching. Cross listed with PSY 324. Prerequisites: ED 210, 215 and/ or 220, or PSY 345.
ED 330 X TEACHING AND LEARNING (4.00 credits)
This course introduces and critically explores models and theories of curriculum, teaching, and assessment. The class will use multi-disciplinary methods to consider key educational issues and tensions in these areas including differentiation and the relationships between schooling, educational access and equity, and society. Students will engage in formal and informal writing including reflections on course readings, films, and discussions; peer review of written work; and the use of different genres to critically explore tensions in education. A practicum is required. Meets DPI conflict resolution requirement. Prerequisites: ENG 110, ED 200/201, and sophomore standing; ED 210, 215, or 220 recommended.
ED 340 COMMUNICATION DEVELOPMNT&DIFFERENCE (4.00 credits)
Communication development and disorders, focusing on the cognitive and social basis of communication acquisition and relating communication development to developmental stages. Covers the classification, etiology, and treatment of communication differences with a focus on pragmatics and the receptive and expressive language functioning of children. Cultural influences, English as a Second Language, bilingualism, and dialect differences; consideration of the role of parents and teachers in facilitating development. Practicum is required. Prerequisites: ED 306 or concurrent enrollment, and Aspiring Professional Transition
ED 360 MEDICAL TERMINOLOGY FOR CHILD LIFE (3.00 credits)
This medical terminology course will provide framework for medical terminology used in the hospital setting. This course is primary help online. Prerequistes: Admission to Child Life
ED 370 PSYCHOSOCIAL CARE HSPT HOSPITAL FAM (3.00 credits)
Effects of hospitalization on children, adolescents and families at each stage of development. Focus on applied theory and interventions to lessen the stress of hospitalization. The role of family systems and the relationship with the child life specialist as a member of the health care team will be explored. A practicum is required. Prerequistes: Admission to Child Life
ED 371 INTERNATIONAL CHILD LIFE FIELD EXP (0.00 credits)
This opportunity allows Child Life students to offer their specialized services to patients, families and caregivers at Capetown Red Cross War Memorial Children's Hospital who would otherwise not benefit from their skills. This service-based trip allows Child Life students the opportunity to be a part of the unique and recently established Creative Art Therapies and Wellness Program. Prerequisite: ED 301. (W)
ED 372 MATERIALS METHODS PLAY CHILD LIFE (3.00 credits)
Materials and methodology for Child Life activity programs; including preparation, therapeautic medical play, distraction and coping. Prerequites: ED 370, ED 375 and admission to Child Life
ED 373 INTRO TO EMOTIONAL & BEHAV DISORDER (3.00 credits)
This course introduces students to emotional and behavorial disability areas and the foundations of best instructional and intervention practices. Embedded practicum required.
ED 374 DIAGNOSIS ASSESSMENT IN EBD (3.00 credits)
This course provides instruction in analysis and interpretation of data from observations, formative and summative assessments, and other sources. Students learn how to use data to determine emotional and behavioral disorders and develop IEPs.
ED 375 PEDIATRIC CONDITIONS & RESEARCH (3.00 credits)
Common medical diseases and conditions of children and adolescents including those requiring surigcal intervention. Emerging treatment and innovative research methods in child life and the healthcare environment will be explored. Prerequistes: Admission to Child Life
ED 376 LOSS BEREAVEMENT TRAUMA CHILD LIFE (3.00 credits)
Special needs, interventions and coping strategies for dealing with crisis situations of emergency room trauma, dying children and youths and grieving families. Prerequistes: ED 370, ED 375 and admission to Child Life
ED 377 METHODS & MATERIALS IN EBD (3.00 credits)
This course compares and analyzes educational strategies and teaching techniques for students with emotional and behavioral disorders. Embedded practicum required.
ED 378 CURRICULUM FOR MANAGING STUDENTS (3.00 credits)
This course explores curriculum interwoven principles of classroom organization and management ensuring academic success and reduction of behavior problems. Behavioral cognitive, and environmental factors are addressed. Positive support, interventions and practices are stressed. Embedded field experience required.
ED 379 INDEPENDENT STUDY - EDUCATION (1.00 - 4.00 credits)
Topics and credits will be determined and approved by the School of Education. Prerequisites: consent of instructor.
ED 381 PRE-READING/LIT FOR YOUNG CHILD (3.00 credits)
Analysis and investigation of literature written for the young child. The relationship of language development, reading and early childhood experiences, and parenting; storytelling, bookmaking, and writing children's books. The development of skills at the Prereading level is presented and coordinated with teaching methodology. Extensive reading and evaluation of literature from birth through kindergarten levels; techniques involved in literature presentation. Practicum is required. Prerequisites: ED 306, Aspiring Professional Transition required..
ED 382 C LIT FOR MID CHLD THRU EARLY ADLSCNC (3.00 credits)
This course provides an overview of literature for elementary and middle school readers. The emphasis is on reading, analyzing and evaluating selected literary works across genres including traditional literature, poetry, picture books, fantasy, contemporary realistic fiction, historical fiction, and nonfiction. The course primarily emphasizes diverse perspectives in contemporary children's literature, acquainting students with key authors and texts; strategies for incorporating literature and literary strategies within educational settings will be modeled as texts are examined. The course uses knowledge in child development theory in order to inform the process of identifying appropriate literature for children. Prerequisites: completion of the W tag or concurrent enrollment in a W tag course; ED 210 or ED 215 or consent of instructor.
ED 383 C LIT FOR EARLY ADOLESC THRU ADOLESC (3.00 credits)
An overview, exploration, and critical examination of literature suitable for students from Early Adolescence through Young Adulthood. The course emphasis is on reading and evaluating selected literary works within such genres as poetry, memoir, popular fiction, historical fiction, graphic novels, and other (non)fiction texts. Candidates in this course will learn a variety of approaches to literary critique (including Reader Response, Deconstructive, Biographical, Historical, Psychological, Feminist, and Queer Criticisms), and practice such approaches on course texts both in and out of class. Candidates will draw on previous knowledge, skills, and dispositions from earlier education courses in thinking about pedagogical approaches, activities, and strategies situated within sociocultural theories of learning to engage youth from ages 12-18. Prerequisites: ED 215 or 220; or consent of instructor.
ED 384 C LIT FOR CHILHD TO ADOLSEN HLTHCARE (3.00 credits)
An overview, exploration and critical examination of literature appropriate for children across a wide variety of age groups [early childhood to adolescence] to be utilized during their time in a variety of healthcare settings. Culturally relevant pedagogical practice will be examined through the prism of literary genre and as it relates to selection, analysis and uses of literature in a healthcare setting. The role that literature plays in advocacy, social and racial justice will be examined as well as how adolescent literature has been banned and censored. Bibliotherapeutic approaches, activities, and strategies will be explored through sociocultural theories of learning to engage patients of various age groups. This course is specifically geared to students in the Child Life program.
ED 385 AUSTISM SPECTRUM INQUIRY (3.00 credits)
This course investigates the diagnosis of autism and its recent increase. Student in the class will be comparing and analyzing educational strategies and teaching techniques to use with students on the autism spectrum.
ED 390 INDEPENDENT PRACTICUM (1.00 - 2.00 credits)
This practicum is an independent practicum designed to provide students with additional experience. The content of the experience is determined by faculty and practicum supervisor.
ED 395 SUPERVISED TEACHING MULITCAT (3.00 credits)
A supervised field teaching and graduate practicum in cross-categorical special education with related action research in a school setting appropriate to the level of pre professional practice. Prerequisite: Emergent Professional Transition is required for licensing sequence.
ED 399 PRACTICUM EXPERIENCE (1.00 - 12.00 credits)
This practicum is a supervised experience that fulfills hours that may not have been completed with previous courses. The content of the experience is determined by faculty and practicum supervisor. Prerequisites: None.
ED 399A PREPROFESSIONAL EXPERIENCE IN EDUC (1.00 - 3.00 credits)
This practicum is a supervised experience that fulfills hours that may not have been completed with previous courses. The content of the experience is determined by faculty and practicum supervisor. Prerequisites: Consent of the School of Education
ED 399B PREPROFESSIONAL EXPERIENCE-EXCEP ED (1.00 - 4.00 credits)
Prerequisites: The experience is open only to students in the Cutting Edge Program.
ED 399C PREPROFESSIONAL EXPERIENCE-MULTICUL (1.00 - 4.00 credits)
Prerequisites: The experience is open only to students in the Cutting Edge Program.
ED 399D PREPROFESSIONAL EXPERIENCE-CHILD (1.00 - 4.00 credits)
Prerequisites: The experience is open only to students in the Cutting Edge Program.
ED 399S STRUCTURED PRACTICUM (1.00 - 3.00 credits)
This course explores the interrelationships between science and environmental education in elementary and middle level classrooms. A practicum in a science setting is required (Emerging Professional Transition and School of Ed approval.) Prerequisites: ED 303 or ED 330.
ED 401 3U TEACHER AS INQUIRER II (3.00 credits)
This course introduces candidates to major ideas and trends in educational action-based research, critically examining relevant paradigms and methods. With a conceptual understanding of research methodology, candidates will practice making judgments within paradigms of action-based educational research approaches. Candidates will conceptualize a research proposal to study their practice as educators, modeled in part on the Wisconsin Professional Development Plan (PDP) as outlined by the Wisconsin Department of Public Instruction. Ethical obligations of doing research are emphasized. Throughout this course, candidates will be challenged to think about who they are as educators and individuals, needs and opportunities related to education, and how research can work toward building a just and compassionate world. Prerequisites: ED 330, COR 2, eligibility to teach the following semester. Concurrent enrollment in a course with a practicum is required (no practicum in this course).
ED 402 THE REFLECTIVE PRACTITIONER (0.00 - 1.00 credits)
This course engages candidate teachers in the inquiry, reflection, and action necessary for developing socially just educational institutions. Candidates will be challenged to recognize the importance of deep reflection and thoughtful pedagogical growth for engaged, responsible participation in schools and communities. Guided by School of Education commitments, candidates will further develop and sustain a stance toward inquiry as integral to generating knowledge and informing their own practice as they work toward building a more just and compassionate world. Prerequisites: Successful completion of ED 401U and senior standing; must be taken concurrently with student teaching (ED 480, 481, 482, 483, 486, 487, 488, or 489). This course requires a $300 course fee that will be applied to the submission of the Teachers Performance Assessment (ED TPA)
ED 407 TEACHER AS WRITER (2.00 credits)
As a community of learners, students will engage in the writing process (generating ideas, drafting, revising, editing and publishing) while exploring a variety of genres including poetry, creative nonfiction, personal narratives and short stories. Students will write, share their writing, and dive into their own development as literate beings. This will take place in a supportive environment, led by an experienced teacher of writing whose goal is to guide and inspire students to explore their relationship between the writing process and how they envision teaching writing. With this comes a focus on writing about what teaching means to each of us. As students develop as writers, they will learn how to articulate what they believe in regards to teaching how they come to those beliefs and how they understand their future role as an advocate for students and communities. Pre requisites- Junior Standing
ED 418 EXPERIENCING LAUGHTER & PLAY (3.00 credits)
This course is designed to nurture play in the learning process and to appreciate each individual's unique style of play. Research related to play in health, naturalistic assessment learning, and work will be highlighted and methods will include experiences designed to incorporate play into work and living environments. Interactive and fosters creativity. Practicum is required. Prerequisites:  Professional Aspiring Transition.
ED 419 INTRO: INF & YNG CHILD - DIFF ABLED (4.00 credits)
The psychological, biological, and social characteristics of infants and young children who are differently abled. Historical foundations and legislative programs will be discussed as applicable to infants and young children; parent perspectives, family involvement, and program models; parent and school collaborative models, administrative aspects of programs; community agency involvement in services for infants. Includes low incidence populations and medical conditions. Practicum is required. Prerequisites: ED 210, 306 and Aspiring Professional Transition.
ED 420 ASSES: INF & YNG CHILD - DIFF ABLED (4.00 credits)
The historical framework of assessment as it relates to preschool screening and assessment of children from birth through age eight, emphasizing early childhood evaluation an entity with a philosophy and policy that translates into practice. Procedures in assessment will be investigated; issues surrounding contemporary early childhood assessment, including use of assessment in program planning, parent involvement, cultural bias and predictability in early childhood assessment. Play-based, naturalistic and portfolio assessment are emphasized. Parent involvement as part of the assessment team is highlighted. Practicum is required. Prerequisites: ED 419 and Aspiring Professional Transition required.
ED 421 ORG & ADMIN EARLY CHILDHOOD PROGRM (2.00 credits)
The historical framework of early childhood program development and administration as it relates to special education will be discussed. Emphasis will be placed on using published research of successful programs and practices in school systems. Involvement of parents and coordination of community resources will be addressed, and a strong focus will be on staff development and accountability procedures. Legislation, licensing rules, and procedures will culminate the course with a final review of our dedication to serve children and families. Actual site visits will be incorporated into the class schedule. Practicum is required. Prerequisites: ED 419, 420.
ED 422 CURRICULAR INTEGRATION OF ARTS ELEM (3.00 credits)
This course is based on the principle that integrating art within math, science, social studies, and literacy instruction provides a chance to encounter these fields in ways where imagination, creativity, and design play a significant and motivating role. Such art integration is understood as vital for elementary students in experiencing the curriculum as an opening to possibility. Multiple mediums will be explored such as music, drama, poetry, sculpture, puppetry, and painting; but the focus of the class will be on how artistic activity can significantly enhance the student experience within the elementary curriculum. Prerequisites: ART 106, MUS 141. (W/SS)
ED 423 METHODS OF SOCIAL STUDIES (3.00 credits)
This course discusses the interrelationships of social studies in elementary and middle level classrooms, and focusing on curriculum and methodology which promote sociological literacy with historical perspective, global interdependence and intergenerational responsibility. A practicum is required. Prerequisites: Emergent Professional Transition or approval of School of Education.
ED 424 METHODS IN TEACHING YOUNG CHILDREN (4.00 credits)
This course discusses the philosophical and historical foundations of early education as they influence methods of teaching. Early childhood development and basic psychological needs will be discussed in relationship to curriculum planning and methodology. Curriculum planning, methods, and actual development of thematic units and activities; methods of child directed themes according to Reggio Emilia are included; guidance methods including positive practice, non-violence and peace education; classroom settings, recordkeeping, lesson plans, and parent involvement. A practicum is required. Prerequisites: ED 306 Aspiring Professional Transition or approval of the School of Education.
ED 426 MTHDS OF TEACHING SCIENCE AND ENVED (3.00 credits)
For students with approved prior experience, this course explores tools of science and environmental education in elementary and middle school classrooms. Provides the beginning elementary and middle teacher with tools to effectively design, organize and implement science instruction. Prerequisites: ED 303 or ED 330 and at least one S-tagged course (NATS 106 or equivalent)
ED 427A METHODS: SCIENCE AND ENVIRON ED I (2.00 credits)
This course explores tools of interrelationship between science and environmental education in elementary and middle level classrooms. It is the intent of this course to provide the beginning science teacher with tools to effectively design, organize and implement science instruction in the elementary and middle school. The course includes the study of learning theory, curriculum materials, pedagogy, and methodology specific to the teaching of science and environmental education. A practicum in a science setting is required. Prerequisites: Concurrent enrollment in Introduction to Natural Science 104 or consent of instructor. Aspiring Professional Transition and Math 101 required or approval of School of Education..
ED 427B METHODS: SCIENCE AND ENVIRON ED II (2.00 credits)
This course explores tools of interrelationships between science and environmental education in elementary and middle level classrooms. It is the intent of this course to provide the beginning science teacher with tools to effectively design, organize and implement science instruction in the elementary and middle school. The course includes the study of learning theory, curriculum materials, pedagogy, and methodology specific to the teaching of science and environmental education. A practicum in a science setting is required. Prerequisites: Concurrent enrollment in Introduction to Natural Science 104/105 or consent of instructor. Aspiring Professional Transition and Math 102 required or approval of School of Education.
ED 428 MTHDS: TCHNG MATHEMATICS (3.00 credits)
Curriculum and instruction in mathematics for elementary and middle level classrooms including appropriate research and practice in curriculum development, teaching methods, instructional materials, and evaluation techniques for the developmental needs of elementary and middle level pupils. Prerequisites: Emergent Professional Transition and Math 101, 102, and 103 with grades of C or higher, or approval of the School of Education.
ED 428A METHODS TEACHING MATHEMATICS I (1.00 credits)
This course focuses on pedagogical approaches in teaching mathematical problem solving in elementary and middle school classrooms. Prerequisite: Enrollment in the ACE Program.
ED 428B METHODS TEACHING MATHEMATICS II (1.00 credits)
This course focuses on pedagogical approaches in teaching mathematical problem solving in elementary and middle school classrooms. Prerequisite: Enrollment in the ACE Program.
ED 428C METHODS TEACHING MATHEMATICS III (1.00 credits)
This course focuses on pedagogical approaches in teaching mathematical problem solving in elementary and middle school classrooms. Prerequisite: Enrollment in the ACE Program.
ED 429 METHODS: RELIGIOUS STUDIES (2.00 credits)
A study of the curricula and methods appropriate for teaching religious studies in the elementary school. Practicum is required. Crosslisted with RS 429. Prerequisites: admission to Teacher Education and student teaching or consent of School of Education.
ED 434 DISCOVERY:QUANTITY/CREATIVITY-NK (4.00 credits)
Use a developmental approach to enhance discovery, creativity, and quantity concepts in early childhood education. It emphasizes an integrative approach involving mathematics, science, social studies, and fine arts. Unit planning, curriculum exploration, and construction in the above areas; the developmental and philosophical basis for these subject areas will also be addressed. A practicum is required. Prerequisites: ED 424, or concurrent enrollment, Emergent Professional Transition required or approval of School of Education.
ED 435 LITERACY I (2.00 - 3.00 credits)
This course will introduce the many facets of literacy including development, instruction, and assessment of literacy skills. The works of Vygotsky and Clay will be explored for their practical impact on the teaching of literacy. Students will engage in formative assessment techniques to support targeted instruction of phonemic awareness, word work, vocabulary development, shared reading, and comprehension. Practicum placements will focus on the use of guided reading or reader’s workshop as an instruction techniques. Prerequisites: Emergent Professional Transition required or approval of School of Education.
ED 436 LITERACY II (3.00 credits)
This course will embed the common core state standards to demonstrate the importance of literacy as a life skill. Students will explore approaches to teaching with balanced literacy including reader’s and writer’s workshop, use of literature circles or book clubs, vocabulary study, and reader response. Students will learn to prepare units of study based on genres. The course will investigate the many forms of literacy of the 21st century. Students will become skilled in multiple ways of assessing that support communication, collaboration, creativity, critical thinking, and problem solving. Attention will be given to motivation of struggling readers. A practicum is required. Prerequisite: ED 435.
ED 437 FORT TEST PREP (0.00 credits)
This course will consist of readings and face to face preparations for the Foundations of Reading Exam (FORT)
ED 438 CUR & PROG: INF&YNG CHD - DIFF ABLE (6.00 credits)
Curriculum and methodology will be investigated as they relate to the education of infants and young children with special needs from birth through age eight. It includes a brief review of screening and assessment of cognitive, language, socio-emotional, motor, and self-help development necessary for curriculum planning, instructional methodology, classroom organization and management. The development of individual family service plans, individualized educational plans, program evaluation, and multidisciplinary approaches are discussed. Family, community, and support service involvement is emphasized, as well as inclusionary practice and self-determination. Behavioral strategies and biomedical treatments for children across the spectrum are emphasized. A practicum is required. Prerequisites: ED 306, 340, 419, 420, 424, 425 or 435, 434. Emergent Professional Transition or approval of School of Education.
ED 439 M&FE INF & CHILD DIFFERENTLY ABLED (3.00 credits)
Curriculum and methodology will be investigated as they relate to the education of infants and young children with special needs from birth through age 8. It includes a brief review of screening and assessment of cognitive, language, socio-emotional, motor, and self-help development necessary for curriculum planning, instructional methodology, classroom organization and management. The development of individual family service plans, individualized education plans, program evaluation, and multidisciplinary approaches are discussed. Family, community, and support service involvement is emphasized, as well as inclusionary practice and self-determination. Behavioral strategies and biomedical treatments for children across the spectrum are emphasized. There is an in class methods and intensive supervised field experience outside class time. Prerequisites: ED 306, 340, 419, 420, 424, 434, 435. Emergent Professional Transition or approval of School of Education.
ED 445 CORRECTIVE READING (2.00 credits)
A study of the methods of diagnosing, evaluating, and instructing children with reading disabilities. The course will study individual test factors contributing to reading difficulty, develop strategies for assessing and correcting reading difficulty. Understanding the role of the classroom teacher and specialist in working with children who find reading difficult will also be explored. Prerequisites: ED 425.
ED 453 MTH TCH ART&DES: EARL CHD-EARL ADOL (3.00 credits)
This course is the study and application of the assessment strategies, methods, and materials for teaching and learning art and design in early childhood through early adolescence (birth-age 13). A practicum is required. Cross listed with ART 466. Prerequisites: Emergent Professional Transition or consent of Art Department and School of Education.
ED 454 BUSINESS METHODS I (4.00 credits)
An overview of business education: mission, program breadth, experiential foundations, and variety of school configurations including career clusters experience. Prerequisites: Aspiring Professional Transition; satisfactory completion of PRAXIS II; fundamental skills in keyboarding and information processing including MS Word, Access, Excel, PowerPoint; and approval of instructor..
ED 455 BUSINESS METHODS II (4.00 credits)
This course emphasizes program standards, curriculum development, classroom management in business education, and specialized methods in accounting, business law, and information processing. a practicum is required. Prerequisites: Aspiring Professional Transition; satisfactory completion of PRAXIS II; fundamental skills in accounting, business law, keyboarding and information processing, including MS Word, Access, Excel, PowerPoint; and approval of instructor. (F/S)
ED 456 METHODS OF TEACHING MUSIC K-8 (2.00 credits)
This course is the study of methods and materials for effective work in K-8 settings, including conceptual and philosophical grounding in general music and performance curricula. Practicum included. Prerequisites: Emergent Professional Transition required or approval of School of Education. Cross-listed with MUS 456.
ED 457 METHODS OF TEACHING MUSIC 6-12 (2.00 credits)
The study of methods and materials for effective work in 6-12 settings, including conceptual and philosophical grounding in general and performance curricula. Practicum included. Prerequisites: Emergent Professional Transition required or approval of School of Education. Cross-listed with MUS 457.
ED 458 METH TEACHNG ART: EARLY ADOL - ADOL (3.00 credits)
Assessment strategies, methods, and materials for teaching and learning art and design in early adolescence through adolescence. Includes a practicum. Must be taken in sequence with ART 466. Cross-listed with ART 468. Prerequisites: Emergent Professional transition or approval of Art Department and School of Education. History; 459M: Mathematics; 459P: Theatre Arts; 459Q: Oral Interpretation; 459S: Science; 459T: Religious Studies; 459U: Computer Science
ED 459E METHODS: ENGLISH (3.00 credits)
Theory and practice of methodologies. Required for all students seeking English teaching licensure.  Prerequisites: Emergent Professional transition and declared English teaching major or minor.
ED 459F METHODS: FOR LANG: EARLY CHILD-ADOL (4.00 credits)
Theory and practice of methodologies. Required for all foreign language teaching majors and minors. As the School of Education expands the role of engaged learning in community partnerships, greater reliance will be placed on professional development school experiences in off-campus settings. This course will occasionally be used to facilitate that goal. Prerequisites: Emergent Professional.
ED 459H METHODS: HISTORY (3.00 credits)
Theory and practice of methodologies. Required for all students seeking BFSS and History teaching licensure. Prerequisites: Emergent Professional transition and declared BFSS or history teaching major or minor.
ED 459M METHODS: MATH IN SECONDARY SCHOOLS (3.00 credits)
This course is designed to provide an integrative study of curriculum and instruction in mathematics for middle/secondary level teaching including appropriate research and practice in learning theories, curriculum development, teaching methods, instructional materials, evaluation and assessment. Emphasis will be placed on the NCTM Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics. Cross-listed with ED 459M and ED 651.  Prerequisites: CORE Test, Praxis II and completion of the Emergent Professional Transition. (F)
ED 459P METH:THEATRE ARTS: EARLY CHILD-ADOL (4.00 credits)
Theory and practice of methodologies. Required for all students seeking Theatre teaching licensure. Prerequisites: Emergent Professional transition and declared theatre arts teaching major or minor.
ED 459Q METHS: ORAL INTRP: EARLY CHILD-ADOL (2.00 - 4.00 credits)
Theory and practice of methodologies. Required for all students seeking Theatre teaching licensure. Prerequisites: Emergent Professional transition and declared theatre arts teaching major or minor
ED 459S METHODS: SCIENCE IN SECONDARY SCH (3.00 - 3.00 credits)
Theory and practice of methodologies. Required for all students seeking Science teaching licensure. Prerequisites: Emergent Professional transition and declared science teaching major or minor.
ED 459T METHODS: RELIGIOUS STUDIES (2.00 credits)
Theory and practice of methodologies in religious studies. Prerequisites: None.
ED 459U METHODS: COMPUTER SCIENCE (2.00 - 4.00 credits)
Theory and practice of methodologies. Required for all students seeking Computer teaching licensure. Prerequisites: Emergent Professional transition and declared computer science teaching major or minor.
ED 460 SEMINAR (1.00 - 4.00 credits)
Topics and credits to be determined and approved by the School of Education. Teaching art and design to children in pre- kindergarten through grade 8. See ART 466. Prerequisites: Admission to Teacher Education and student teaching or consent of Art and Education Departments.
ED 461 ESL METHODS & ASSESSMENT (3.00 credits)
Explores areas of practice that have a bearing on curriculum and instruction, assessment, and materials and leads students to develop their own curriculum design projects. Considers issues in language assessment including reliability, vadility, test bias and standardization and explores alternative authentic evaluation practices. Includes a Practicum Experience. Pre-requisite: ED 260 & ED 262. (ESL Teacher Standards 2, 3, 4)
ED 472 ESL STUDENT TEACHING (3.00 credits)
Provides students with an opportunity for supervised teaching experience in an ESL setting. Pre-requisite: admission into Licensure
ED 473 BILINGUAL METHODS & ASSESSMENTS (3.00 credits)
Explores areas of practice that have a bearing on biliteracy development, bilingual instruction, assessment, and materials and leads students to develop their own curriculum design projects. Considers issues in multi language assessment including reliability, validity, test bias, and standardization and explores alternative authentic evaluation procedures. Includes a practicum experience. Pre-requisite ED 260 and 262
ED 474 BILINGUAL STUDENT TEACHING (3.00 credits)
Provides students with an opportunity for supervised teaching experience in a bilingual setting. Pre-requisite: admission into Licensure
ED 475 3 CHILD LIFE INTERNSHIP (6.00 - 12.00 credits)
This course will provide students with the opportunity to apply academic and clinical skills learned in the classroom in a professional program setting under the supervision of a Certified Child Life Specialist. Students will be required to explore the application of their unique background and foundation included with interpersonal skills to develop a philosophy and professional standard that will encourage their emerging role as a family centered health care professional. Consideration of all current aspects of multidisciplinary health care will be included as students create an understanding of medical, psychosocial, and ethical care of children in hospitals and health care settings. Prerequisites: Completion of all other coursework. (F/W/S/SS)
ED 476 RDNG AND LITERACY IN CONTENT AREAS (3.00 credits)
This course provides teachers of students in early adolescence through adolescence with practical strategies that develop effective readers and learners in content areas. It emphasizes teaching methods and insights to improve students' ability to handle the reading demands of content classrooms. Explores strategies and approaches that help students apply reading, writing, speaking, and study skills to think and learn about content. Practicum is required. As the School of Education expands the role of engaged learning in community partnerships, greater reliance will be placed on professional development school experiences in off-campus settings. This course will occasionally be used to facilitate that goal. Prerequisites: ED 220 or 215; Emergent Professional Transition required or approval of School of Education.
ED 479 INDEPENDENT STUDY - EDUCATION (1.00 - 4.00 credits)
Topics and credits to be determined and approved by the School of Education. Prerequisites: consent of instructor.
ED 480 STUDENT TCHNG: NURSERY (3.00 - 6.00 credits)
ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Prerequisites: ED 401
ED 481 STUDENT TCHNG:KINDERGARTEN (3.00 - 6.00 credits)
ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Prerequisites: ED 401
ED 482 STUDENT TCHNG: 1-3 EC-MC (3.00 - 6.00 credits)
ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Prerequisites: ED 401
ED 483 STUDENT TCHNG: 1-9 MC-EA (6.00 - 12.00 credits)
ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Prerequisites: ED 401
ED 483A STUDENT TEACHING ABROAD (3.00 - 6.00 credits)
Student teaching abroad, grades 1-9. Prerequisites: ED 401
ED 483B STUDENT TEACHING: 1-9 MC-EA & ESL (6.00 - 12.00 credits)
ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Pre-requisities: ED 401 and ED 450.
ED 483C STUDENT TEACHING 1-9 MC-EA & BILNG (6.00 - 12.00 credits)
ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching programl admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Pre-requisities: ED 401 and ED 473.
ED 484 STUDENT TCHNG: BUS EC-A (6.00 - 12.00 credits)
ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Prerequisites: Approval of the School of Education, ED 401.
ED 485A INTERNSHIP GRADES 1-9 EC-MC (6.00 - 12.00 credits)
ED 484A Student teaching as an Internship gr.1-9 (EC-MC). Prerequisites: Requires special permission from the School of Education.
ED 485B INTERNSHIP  GRADES 6-12, MC-EA (6.00 - 12.00 credits)
Student Teaching as an internship grade 6-12 (MC-EA). Prerequisites: Requires special permission from the School of Education.
ED 486 STUDENT TCHNG: EC:SE (6.00 - 12.00 credits)
Student teaching Early Childhood Special Education (EC:SE). ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. Prerequisites: All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching, ED 401.
ED 487 STUDENT TEACHING: SECONDARY EA-A (6.00 - 12.00 credits)
Student teaching for secondary grades 6-12, EA-A. ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Prerequisites: ED 401
ED 488 STUDENT TEACHING ART & DES EC-A:RE (6.00 - 12.00 credits)
Student teaching experiences required for the Art and Design Teaching license Early Childhood through Adolescence. ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. Prerequisites: All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching, ED 401.
ED 489A STUDENT TEACHING MUSIC GENERAL EC-A (4.00 - 12.00 credits)
Student teaching: Music general EC-A. ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Prerequisites: ED 401. Crosslisted with MUS 489A.
ED 489B STUDENT TEACHING MUSIC CHORAL EC-A (4.00 - 12.00 credits)
Student teaching for Music Choral EC-A. ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Prerequisites: ED 401. Crosslisted with MUS 489B.
ED 489C STUDENT TEACHING MUSIC INSTRUM EC-A (4.00 - 12.00 credits)
Student teaching for Music instrumental EC-A. ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Prerequisites: ED 401. Crosslisted with MUS 489C.
ED 490 STUDENT TCHNG: FOREIGN LANG EC-A (6.00 - 12.00 credits)
Student teaching for program licensing requirement. ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Prerequisites: ED 401
ED 491 FIELD COURSE IN EDUCATION (4.00 - 12.00 credits)
Student teaching: Music general EC-A. ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Prerequisites: ED 401
ED 493 STUDENT TEACHING: THEATRE EC-A (6.00 - 12.00 credits)
Student teaching for program licensing requirements. ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Prerequisites: ED 401
ED 495 RESEARCH IN EDUCATION (1.00 - 4.00 credits)
Topics and credits to be determined and approved by the School of Education. Prerequisites: None.
ED 499 WORKSHOP IN EDUCATION (1.00 - 4.00 credits)
Topics and credits to be determined and approved by the School of Education. Prerequisites: None.
ED 596 ACCELERATED SECNDRY PRG ORIENTATION (0.00 credits)
A non-credit  mandatory orientation for candidates admitted to the Accelerated Secondary Program (ASP).  Prerequisite: Admission to the ASP program. (F/S)
ED 597 ESL BILINGUAL ED ORIENTATION (0.00 credits)
A mandatory program orientation for candidates enrolled in the ESL or bilingual licensing sequence at the graduate level. Program information, certification requirements, and portfolio instructions will be provided. This course is required during the candidate’s first semester of program enrollment. (F/W/S/SS)
ED 598 ESL BILINGUAL ORIENTATION ONLINE (0.00 credits)
A mandatory program orientation for candidates entering the online ESL and/or bilingual education licensure program.
ED 598S CROSS-CATEGORICAL ORIENTATION (1.00 credits)
This course orients cross-categorical graduate students to program and licensure requirements.
ED 599 ADV CERT ELEM ORIENTATION (0.00 credits)
This course provides orientation for students admitted to the Advanced Certification Elementary program. Prerequisite: admission to the ACE program.(F/W/S/SS)
ED 600 WORKSHOP CURRENT TRNDS IN ED (1.00 - 4.00 credits)
Emerging trends in education. Topics vary. Prerequisites: None.
ED 600A INITIAL EDUCATORS WI PDP TRAINING (1.00 - 4.00 credits)
Emerging trends in education. Topics vary. Prerequisites: None.
ED 600W CURR TRENDS IN ED: WINDOWS 95/INTNT (0.00 credits)
Prerequisites: None.
ED 601 FOUNDATIONS OF INSTRUCTION (3.00 credits)
Research-based study of teaching and learning, including review of instructional models and their use with varied age groups and programs. Prerequisites: None.
ED 601A FOUNDATIONS OF INSTRUCTION (3.00 credits)
Research-based study of teaching and learning includes a review of instructional models and their use with middle and secondary age students and programs. Explores adolescent brain development particularly with respect to academic language and multicultural education.  Students are introduced to the importance of Academic Language, the Common Core Standards, Wisconsin Model Academic Standards, and high quality Balanced Assessment practices.  Practicum required. Prerequisites: Available to Accelerated Secondary education students only
ED 602 CURRICULUM PLANNING (3.00 credits)
A study of curriculum planning at the elementary, middle, and secondary levels; topics include purpose, population, scope, sequence, evaluation, and development in curriculum design, including various approaches to curriculum organization and innovation. Prerequisites: None.
ED 602A INCLUSIVE CURR PLANNING-ASP PROGRAM (4.00 credits)
A study of curriculum design and planning at the middle and secondary levels with emphasis on inclusive content area curriculum development, and assessment and grading. Topics include: curriculum design (Understanding by Design), Wisconsin Model Academic Standards and Common Core Standards alignment, meaningful assignments, meaningful balanced assessment for learning, differentiation, accommodation, response- to-intervention, response-to-intervention, grading, and delivery of instruction.  Practicum. Prerequisites: Available to Accelerated Secondary education students only.
ED 603 INTRODUCTION TO EDUCATIONAL RESRCH (3.00 credits)
This course provides a general introduction to educational research and ethnographic, qualitative and quantitative research methodologies. Students learn how to construct research statements, research designs and data collection tools; do literature reviews; collect and analyze data; write up research findings; and develop research proposals.
ED 604A SECOND LANGUAGE ACQUISITION CONTENT (3.00 credits)
This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum and design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in the content areas while they develop a second language. Prerequisites: None.
ED 604B LANGUAGE ACQUISITION IN GRADES 3-5 (3.00 credits)
This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in math while they develop a second language. Prerequisites: permission of the ESL advisor.
ED 604C SECOND LANG ACQUISITION: ENGLISH (3.00 credits)
This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in English while they develop a second language. Prerequisites: permission of the ESL advisor.
ED 604D LANG ACQUISITION IN MATH & SCIENCE (3.00 credits)
This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in social studies while they develop a second language. Prerequisites: permission of the ESL advisor.
ED 604E SECOND LANG ACQUISITION:SOC STUDIES (3.00 credits)
This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in social studies while they develop a second language. Prerequisites: permission of the ESL advisor.
ED 604F ESL CURRICULUM DESIGN & ASSESSMENT (3.00 credits)
This course will offer an historical study of the pedagogy of ESL in the development of oral and literacy skills. We will explore how current knowledge of second language acquisition and learning styles influence the development of effective approaches, methods, and materials for ELL students. Emphasis will also be placed on the complex issues of assessment, testing, and evaluation of ELL students. Prerequisite: ED 604A or equivalent.
ED 604G BILING ED CURRIC DESIGN/ASSESSMENT (3.00 credits)
This course will provide an in-depth review of the history and politics of bilingual education in the United states. A rationale for bilingual education will be developed as students reflect individually and collectively on their learning. Students will examine effective bilingual instructional methods in settings across the content areas. Review of current research and curricula will be used to develop practical applications for bilingual settings. Prerequisite: ED 604A or equivalent.
ED 604H LANGUAGE ACQUSITION IN GRADES K-2 (3.00 credits)
This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition in the elementary grades K-2nd. Emphasis is placed on curriculum design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework while they develop an additional language. (F)
ED 604I SECOND LANG ACQ IN SPEC ED ENVIR (3.00 credits)
This course will provide a comparative overview of first and second language acquisition theories and practices and explore the factors that influence language development in the special education environment. Emphasis is placed on instructional strategies, differentiation, and assessment for ELLs in special education. (F)
ED 604J SECOND LANG ACQ ADULT LEARNERS (3.00 credits)
This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that motivate and influence second language acquisition for adult learners. Students will explore adult learning principles and development in relation to curriculum design, assessment, and instructional strategies for teaching multi-leveled ELLs. (F)
ED 605A FORMAL TO FUNCTIONAL LINGUISTICS (3.00 credits)
This course is designed to introduce us to the study of language from a broadly communicative approach including a Systemic Functional Linguistic perspective. Emphasis will be placed on learning how to investigate language and how this impacts our understanding of literacy promotion. 
ED 605B PARADIGMS OF ESL/BILINGUAL EDUC (3.00 credits)
This course will explore the sociolinguistic aspects of bilingualism and ESL/bilingual education. Students will explore: the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep cultural norms and social capital of immigrant and refugee students, strategies for culturally responsive literacy and discourse practices, ways to involve and encourage the bi-cultural student in the classroom, and theoretical assumptions and research pertaining to socio-linguistic and psycho-linguistic components of instruction. Prerequisites: None.
ED 605C ESL/BILINGUAL PROGRAM DEVELOPMENT (3.00 credits)
This course looks at the components of effective ESL program development and design. Certain state and federal guidelines that govern the development and delivery of programs will also be explored. Participants will learn how to advocate for ELL students and address policies and attitudes that affect ELL students, programs and teachers. Strong emphasis will be placed on exploring effective ways of collaborating with general education teachers. Prerequisites: None.
ED 605D BILITERACY DEVELOPMENT (3.00 credits)
This course will consider the processes of teaching literacy in two languages and the challenges of assessing both primary and target language development. Examination of transfer skills from first to second language will be analyzed conceptually and developmentally. Participants will consider appropriate language use for beginning literacy development. Prerequisite: ED 604A or equivalent.
ED 605E PARADIGMS ESL/BILINGUAL-ELEMENTARY (3.00 credits)
This course will explore the sociolinguistic aspects of bilingualism and ESL/Bilingual education in the elementary grades. Students will explore the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep norms and social capital of immigrant and refugee students, strategies for developing culturally responsive literacy and discourse practices, ways to involve and encourage the bi-cultural students in the classroom, and theoretical assumptions and research pertaining to sociolinguistic and psycholinguistic components of instruction as they relate to programmatic and instructional approaches for the elementary grades. (SS)
ED 605F PARADIGMS ESL/BILINGUAL LA/SS (3.00 credits)
This course will explore the sociolinguistic aspects of bilingualism and ESL/Bilingual education in the subject areas of social studies and language arts. Students will explore the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep norms and social capital of immigrant and refugee students, strategies for developing culturally responsive literacy and discourse practices, ways to involve and encourage the bi-cultural students in the classroom, and theoretical assumptions and research pertaining to sociolinguistic and psycholinguistic components of instruction as they relate to programmatic and instructional approaches for the middle and secondary grades as they relate to the subject areas of language arts and social studies. (SS)
ED 605G PARADIGMS ESL/BILINGAL-MATH/SCIENCE (3.00 credits)
This course will explore the sociolinguistic aspects of bilingualism and ESL/Bilingual education in the subject areas of math and science. Students will explore the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep norms and social capital of immigrant and refugee students, strategies for developing culturally responsive literacy and discourse practices, ways to involve and encourage the bi-cultural students in the classroom, and theoretical assumptions and research pertaining to sociolinguistic and psycholinguistic components of instruction as they relate to programmatic and instructional approaches for the middle and secondary grades as they relate to the subject areas of math and science. (SS)
ED 605H PARADIGMS OF ADULT ESL/BILINGUAL ED (3.00 credits)
This course will explore the sociolinguistic aspects of bilingualism and English language development. Students will learn about the history of US immigration trends, processes of acculturation, and an historical overview of language instructional models. Theoretical assumptions and research pertaining to sociolinguistic and psycholinguistic components of ESL instruction will be explored with an emphasis on developing culturally responsible literacy and discourse practices for the adult learner. (SS)
ED 605I PARADIGM OF ESL/BIL ED IN SP EDUC (3.00 credits)
This course will explore cultural, social, linguistic and political aspects of bilingual/bicultural education with an emphasis on understanding the ELL student in a special education context. Immigration, its history, and its impact on educational practice and language instruction will also be explored with an emphasis on the psychological adaptation process for special education immigrant and refugee students and their families. Intercultural communication and competence will be examined through the prism of culturally relevant pedagogy and educational empowerment through family and community engagement. (SS)
ED 605K LANGUAGE ANALYSIS & BILINGUALISM (3.00 credits)
This course is designed to introduce us to the study of language from a broadly communicative approach including a Systemic Functional Linguistic perspective. Emphasis will be placed on contrastive analysis, learning how to investigate language, understanding cross-linguistic transfer, and how each impacts our promotion of biliteracy. Offered in Spanish and English.
ED 607 CHANGE AGENTS IN FAMILIES SCHOOLS (3.00 credits)
This course looks at change and the supports and barriers for instituting change. Students are encouraged to develop understandings of ethical considerations and the dynamics of change and to develop their own project to initiate a societal change in a family, community, or school setting. Prerequisites: None.
ED 608 ADULT STAGES OF LEARNING (3.00 credits)
This course explores the developmental life stages of adult learning and transformative learning experiences that meet the needs of adult learners. Prerequisites: None.
ED 609 PHILOSOPHY & HISTORY OF CATHOLIC ED (3.00 credits)
A study of the history and philosophy of Catholic education with particular emphasis on the American context. Prerequisites: None.
ED 610 SELECTED TOPICS FOUNDATIONS OF ED (1.00 - 4.00 credits)
Research findings from various disciplinary perspectives, which bear important implications for educational practice. Prerequisites: None.
ED 611 APPROACHES TO LITERACY (3.00 credits)
This course focuses on major historical developments in the teaching of reading including influential literacy paradigms and their impact on teaching and curriculum. In particular, students will be introduced to socio-linguistically informed approaches.
ED 612 ISSUES IN ED: THE URBAN SETTING (3.00 credits)
Social and professional issues which bear significance for urban education. Topics vary. Prerequisites: None.
ED 614 CROSS CATEGORICAL CHILDREN & YOUTH (3.00 credits)
This course examines the historical theories of mainstreaming, integration, and inclusion and their effect on both regular and special education teachers and students in the present. It explores different ways of effectively differentiating instruction to serve the needs of all children and youth. It further proposes ways to evaluate teachers' and parents' concerns about dealing with special need children in multiple settings. Students develop strategies to find a match between the educational, functional, and social- emotional needs of students with special needs and their programming in school and community. A practicum is required. Prerequisites: None.
ED 615 CROSS-CATEGORICAL ASSESS AND EVAL (3.00 credits)
This course examines principles and practices of identification and assessment for special needs pupils. Instruction and practice in statistical concepts and applications; item writing and test construction; selection, use and interpretation of standardized and teacher- made tests and observation techniques. Norm-referenced testing is emphasized. Prerequisites: ED 210, ED 220, ED 230, or approved equivalency; Aspiring Professional Transition is required for licensing sequence..
ED 616 SPED TRANSITION TEAM FAMILY PROCESS (3.00 credits)
This course examines the outcomes realized by youth with disabilities and correlations with documented family and school interventions. If will further focus on exemplary methodologies for promoting team and family involvement in the school-to-work transition process of youth with disabilities. A practicum is required. Prerequisites: ED 210, ED 220, ED 230 or approved equivalency and admittance to SPED; Aspiring Professional Transition is required for licensing sequence.
ED 618 DIVERSITY, CULTURE, & LITERACY (3.00 credits)
This course provides an in depth study of ways of promoting literacy when informed by a sociolinguistics and a systemic functional linguistic perspective. It emphasizes the importance of developing multiple literacies and how this is a social justice issue for our schools. Prerequisite: ED 611 and ED 686 or consent of instructor.
ED 618A DIVERSITY IN ADULT LEARNING (3.00 credits)
This course will explore the range of diversity among adult learners including race, age, gender, physical and cognitive ability, sexual orientation, economic status, and educational background and preparedness. Students will consider the implications of diversity for incorporating strategies that enhance the learning environment and success of all learners in classrooms and through broader institutional areas and activities. (S)
ED 619 TOPICS IN ADULT LEARNING (3.00 credits)
Residential immersion experience: topics in adult learning. (SS) Prerequisites: consent of instructor.
ED 620 INTRODUCTION TO EDUCATIONAL LEADERS (3.00 credits)
This course provides students with opportunities to learn about the many aspects of leadership and facilitation of change in education. The course explores the challenges and rewards that leader’s experience, successful practices which enhance student learning, and an opportunity to develop a personal leadership vision. Includes the study of the tasks and climate of leadership at the elementary, middle, and secondary levels necessary to understand personal, social, and organizational change. Prerequisites: None.
ED 620H INTRODUCTION TO HIGHER ED ADMIN (3.00 credits)
This course focuses on theory and practice related to development of higher ed proffessionals. It covers historical contaxt of higher ed and contemporary issues in organization, administration, and governance.
ED 621 SCHOOL BUSINESS ADMINISTRATION (3.00 credits)
Study of the social policy and operational foundations of public school finance including revenue sources, uniform state accounting system, financial planning and budgeting at federal, state, and local levels as well as the practical implications at the school building level for planning, budgeting, and resource allocation. Prerequisites: None.
ED 622 THE PRINCIPALSHIP (3.00 credits)
This course provides students with an in-depth exploration of the principalship. The course explores the nature and functions of principal leadership in schools. Class readings, presentations, case study analysis, interview with principals, and strategies for creating positive and productive school learning environments will be features of the course. Prerequisites: None.
ED 623 ADULT LRN FOUNDATION AND LEADERSHIP (3.00 credits)
This course introduces students to the historical foundations and missions of higher education institutions, and also prepares them to be effective leaders. Students will explore leadership styles, administrative management and supervision and also examine strategies for continuous improvement and new program development. Prerequisites: None.
ED 624 LITERACY DEVELOPMENT (4.00 credits)
This course focuses on pedagogies supporting literacy development in the elementary classroom inclusive of linguistically and culturally diverse students. Building upon ED 611, it explores how literacy traditions, sociocultural theory, and key historical figures have influenced classroom practices in beginning literacy. Requirements for discussions and the final project assume students are currently teaching. Practicum required. Prerequisite: ED 611 Co-requisite: ED 694
ED 625 INCLUSIVE SCHOOL LAW (4.00 credits)
Ethical administration of school law is examined through topical explorations where students engage in ethical analysis of real life dilemmas involving school law: church-state relations, Equality in Education (including Equal Educational Opportunity (EEO), Bilingual and Second Language, AALANA , Gender Equity), student discipline, matters of attendance, instructional issues, students’ rights, tort liability, terms and conditions of employment, employee discipline, athletics, extracurricular, the provision of special education & related services, and Higher Education Law. Federal and state statues, rules and regulations that govern the daily practice and the administration of schools as it applies to school administrators (principals, curriculum coordinators, athletic directors, business managers, etc.) are addressed through case based scenarios and case law. Prerequisites: None.
ED 627 ASSESSING LITERACY (3.00 credits)
This course emphasizes principles and guidelines behind assessing literacy. It introduces a developmental approach to assessing literacy based on systemic functional linguistics with attention to the academic language demands of schooling. Students are provided with ways of doing assessment resulting in useable diagnostic insight. Prerequisite: ED 605A
ED 628 MENTORIGN, COACHING & SUPERVISING (3.00 credits)
This field-work intensive course promotes the art of supporting and nurturing education leaders and teachers who are in the process of reforming their own or their institution's literacy practices. It focuses on critical ways for identifying needs, selecting instructional materials, developing phased implementation plans, and creating an open accountability culture to productively monitor effectiveness. Prerequisites: None.
ED 629 READING DIAGNOSIS & INTERVENTION 2 (3.00 credits)
This course develops ethnographic skills through extensive fieldwork and case studies to capturing the student experience of literacy at elementary and adolescent levels. Students develop greater "kid watching" sensitivities and techniques to better understand and appreciate the multiple ways students experience literacy, especially the diverse experiences of ELL students and students at risk. Prerequisites: ED 624.
ED 630 CLASSROOM DECISION MAKING (3.00 credits)
An introduction to classroom teaching as an enterprise of making decisions; examination of decision-making theory and strategies for improving classroom teaching. Prerequisites: None.
ED 631 SUPERVISION OF INSTRUCTION (3.00 credits)
This course provides students with the knowledge and skills that will enable them to be effective supervisors of educational personnel. Class activities will include study of various supervisory models, application of supervisory techniques to relevant case studies/school situations, and the formation of a personal supervisory plan applicable to a school setting. Prerequisites: None.
ED 633 SEMINAR IN INSTRUCTIONAL ANALYSIS (3.00 credits)
Intensive study of approaches and strategies for analyzing and assessing teaching, with plans for improving classroom teaching. Prerequisites: None.
ED 635 DIVERSITY IN THE CLASSROOM (3.00 credits)
This course explores the pluralistic nature of classrooms and school environments in the context of achieving educational equity. Implications of individual and institutional discrimination will be examined with attention to race, culture, language, socioeconomic status, ability/disability, gender, and sexual orientation of children and adults. Students will reflect on the dynamics of difference through ethical, sociological. Political, and historical lenses as a way to inform practice. The WI DPI American Indian Tribe requirement is covered. (F)
ED 635A DIVERSITY IN SCHOOLS (3.00 credits)
This course explores pluralism in schools. Implications of discrimination are examined with attention to race, culture, language, socioeconomic status, ability/disability, gender, and sexual orientation. Students reflect on the dynamics of difference through various lenses as a way to inform practice. The WI DPI American Indian Tribe requirement is covered.
ED 635B DIV IN MID/SEC SCHOOLS:CUL RES PRAC (4.00 credits)
Explore pluralistic nature of classrooms environments in context of achieving educational equity through culturally responsive teaching. Examine principles of sound classroom org. & management through a cultural lens. Explore Brain Targeted teaching strategies for adolescent engagement. Individual & institutional discrimination examined with attention to race, culture, language, socioeconomic status, ability/disability, gender, gender identification, sexual orientation, &conflict resolution. Students reflect on dynamics of difference through an ethical, sociological, political, & historical lens to inform practice. WIDPI American Indian Tribes requirement.
ED 636 DISTRICT ADMIN OF SPEC ED & PUP SER (3.00 credits)
A study of administration and supervision of special education and pupils services at the district level, including assessment, planning, and coordination responsibilities. Prerequisites: None.
ED 637 DIST AD OF PRGM PLNNG/EVAL/STFF DEV (3.00 credits)
A study of the role and functions of administration as it relates specifically to curriculum and instruction at the district level, including assessment, staff development, and program coordination. Prerequisites: None.
ED 638 FOUNDATIONS OF DUAL IMMERSION (3.00 credits)
This course will focus on the principles of dual language immersion. Participants will examine program models as they apply to the policies and practices that inform literacy curriculum and pedagogy in dual language-bi-literacy settings. The outcome of this course will be for educators to develop ideological clarity about quality dual immersion classroom practices. Prerequisites: None.
ED 639 LANGUAGE FOCUSED INSTRUCTION (3.00 credits)
This course will examine the fundamentals of dual language instruction with a special emphasis on culturally relevant instruction. The course will guide educators on how to introduce and develop dual language acquisition from grades K-12. Focus will be placed on how educators promote oral and written structures in a language to develop dual academic literacy. Prerequisites: None.
ED 640 TECHNOLOGY CURRICULUM INTEGRATION (3.00 credits)
This course explores ways of integrating technology across the curriculum. Technology integration at various levels, software applications emphasizing tools for learning; curriculum integration approaches, software evaluation for curriculum integration and learning. Provides guided practice in a computer lab setting for hardware and software experience to develop techniques that can be applied in either a Windows or Macintosh environment. Prerequisites: None.
ED 640A TECHNOLOGY CURRICULUM INTEGRATION A (1.00 credits)
This course explores Environmental & Conservation Education curricula through outdoor experiences. Technology applications to enhance student motivation & engagement with Environmental Education are a component along with Next GEN Science Standards, Wisconsin Common Core Standards. Prerequisites: Available to ASP students only.
ED 640B TECHNOLOGY CURRICULUM INTEGRATIONBE (3.00 credits)
Learn how to develop lesson plans to teach financial transactions. Social Constructivism theory is applied in experience-based activities for teaching middle/secondary students to practically address financial transactions. Standards: Wisconsin Business Education Standards; Principles of Career and Technical Ed and Standards. Prerequisites: Admission to Accelerated Secondary Program
ED 640C TECH CURR INT: BUS ED LIT&TEC C (3.00 credits)
Full title: Technology Curriculum Integration: Intro to Business Education Literacy & Technology Teaching C Learn to teach financial security and wealth building strategies through lesson plans based on games and simulations focusing on financial fitness; investing methods; investor education and protection; personal investing; saving and budgeting; and insurance. Standards: Wisconsin Business Education Standards: Principles of Career and Technical Ed and Standards. Prerequisites: Admission to ASP
ED 640D TECH CURRIC INT:INTRO BUS ED LIT D (3.00 credits)
Full Title: Technology Curriculum Integration: Intro to Business Education Literacy and Technology Teaching D Learn models for teaching middle/secondary students technical, psychological and behavioral credit basics. Topics: Socially responsible consumption; real world budgeting; free enterprise and regulation; monetary policy, inflation, protection and federal controls. Standards: Wisconsin Business Education Standards; Principles of Career and Technical Ed Prerequisites: Admission to ASP
ED 640E TECHNOLOGY CURRICULUM INTEGRATION E (3.00 credits)
This course explores Early Adolescent and Adolescent Literature development, instruction, and skill assessment. Technology applications to enhance student motivation and engagement with English curriculum are a component along with the Wisconsin Model Academic Standards and the Common Core Standards. Prerequisites: Available to ASP students only
ED 640F TECHNOLOGY CURRICULUM INTEGRATION (3.00 credits)
Introductory foundation in approaches, technologies, & methodology for teaching foreign language: language teaching methods history, second language acquisition, Foreign Language Standards, methodologies, knowledge & application of the communicative approach & task based language teaching including technologies. ASP only.
ED 640H TECHNOLOGY CURRICULUM INTEGRATION H (3.00 credits)
This course creates a vision of the desired state of Social Studies &History education in middle/secondary classrooms & explores use of technology to enhance student motivation & engagement . Students explore theories, practices & tools for realizing that vision through explorations of current models, Wisconsin Model Academic Standards & the Common Core Standards. Prerequisites: Available to ASP students only
ED 640M TECHNOLOGY CURRICULUM INTEGRATION M (3.00 credits)
A topical mathematics middle/secondary methods course. NCTM Principles & Standards for School Mathematics Education, Wisconsin Common Core Standards provide foundation for philosophy, content & goals of 6-12 math instruction. Students explore Technology to enhance student motivation & engagement & specific mathematics topics as well as current issues in 6-12 math education. Prerequisites: Available to ASP students only.
ED 640S FOUNDATIONS OF SCIENCE EDUCATION (3.00 credits)
This course examines the history and philosophy of science education and looks at science teaching from a research-based perspective. Course study includes constructivist learning theory, model-based inquiry, literature on student misconceptions, and examining the theoretical framewoerk behind the new science standards. Students work to create a vision for the desired state of science education in middle and secondary classrooms. Instruction includes tools for realizing that vision through explorations in learning theory and various teaching models including the use of technology in instruction. Prerequiste: Admission to the ASP Program (SU)
ED 643 DESKTOP PUBLISHING IN EDUCATION (3.00 credits)
Study and use desktop publishing programs applicable to an educational setting. Incorporate computer graphics. Utilize different formats, printing options, collaborative writing strategies, editing techniques and spell check. Prerequisites: None.
ED 645 INST TECH POLICY PLANNING EVALUATIO (3.00 credits)
Through readings, simulations and on line resources this class will focus on technology planning and policies, providing instructional technology support, staff training issues and evaluation, funding sources and developing grant applications. This course provides opportunities to develop artifacts for use in meeting licensing assessments for instructional technology coordinator content standards 4, 10, 13, 15. Prerequisites: None.
ED 646 EDUCATIONAL MEDIA PRESENTATIONS (3.00 credits)
Develop strategies and techniques for organizing information into educational presentations. Use various hardware and software tools for electronic media presentations including HyperStudio and Powerpoint. Prerequisites: None.
ED 647 PRACTICUM INSTR TECH LEADERSHIP (3.00 credits)
Supervised practicum experience in the use of educational technology. Explore online resources, list serves, web sites and print material that provide opportunities for collaboration and professional growth. Survey educational technology resources available through various organizations and consortium arrangements. Emphasis on instructional technology leadership roles. Prerequisites: None.
ED 648 SPREADSHEET DATABASE APPS IN EDUCAT (3.00 credits)
Study and use of spreadsheet and database software applicable to an educational setting. Develop strategies for the organization, transfer and retrieval of information. Merge information from database and incorporate information from a spreadsheet into a word processing document. Prerequisites: None.
ED 648B Spec Topics EDCmp:Clarisworks (0.00 credits)
Prerequisites: None.
ED 649 SEMINAR IN EDUCATIONAL TECHNOLOGY (3.00 credits)
Intensive study of various technological applications in education including digital media (iMovie, QuickTime). Prerequisites: None.
ED 651B BUSINESS EDUCATION METHODSII DESIGN (4.00 credits)
Cultivates the business educator who develops & nutures a comprehensive business program. Explores instructional strategies & methods for teaching business courses. Students write objectives, lesson plans, test questions using WBIT & CTE Standards & curriculum. Fosters use of technology. Practicum with video analysis of teaching required. Prerequisite: Admitted to ASP
ED 651E CURRIC METHODS: ENGLISH TEACHING MS (4.00 credits)
Designed to provide students real world experiences of 6-12 English LA teachers. Learn different models of grammar, vocabulary, writing, & literature instruction & discussion. Research best practices & work collaboratively to create unit/lesson plans. Teaching literacy & composition as life skills emphasized. Wis Model Academic & Common Core Literacy standards. Practicum, video analysis of teaching skill required.ASP only.
ED 651F CURRIC METHODS FORN LANG TCHNG MS (4.00 credits)
Organized around Standards for Foreign Language Learning (Communication, Cultures, Connections, Comparisons, & Communities) course prepares students to teach in K-12 schools. Theories which inform practice & principles of learning which facilitate informed instructional decisions are explored in depth. edTPA addressed. Practicum required. ASP only.
ED 651H CURRIC METHODS: SOCIAL STUDIES HIST (4.00 credits)
Course Focus: prepare students to think & teach like historians; to teach social studies as informed & reasoned decisions for the public good to prepare citizens of a culturally diverse, democratic society in an interdependent world. Students select methods, resources, & assessment from 6-12 Wis Model Academic & Common Core Standards & pedagogy through exploring ongoing debates in history & social studies curricula & construct curricula aimed to promote equity, diversity, and social justice Practicum, video analysis of teaching skill required.ASP only.
ED 651M CURRIC METHODS MATH TEACHING SEC (4.00 credits)
Course focus: skills & tools needed to realize the vision of ideal 6-12 mathematics instruction. Integrated study of math curriculum & instruction 6-12 (appropriate research & practice in curriculum development, teaching methods, instructional materials, differentiation, evaluation & assessment). Wis Common Core & NCTM Principles & Standards for School Mathematics. Practicum, video analysis of teaching skill required.ASP only.
ED 651S CURRIC METHODS: SCIENCE TEACHING MS (4.00 - 4.00 credits)
Course Focus: skills & tools needed to realize the vision of ideal 6-12 science instruction. Teaching strategies, assessment, & differentiation addressed. National Science Education Standards, NEXT Generation Science Standards & Common Core used to design 6-12 curricula. Practicum, video analysis of teaching skill required.ASP only.
ED 652 SEMINAR: SECONDARY LITERACY (3.00 credits)
An intensive study of curriculum issues and approaches with applications to classroom teaching. Topics vary. Prerequisites: None.
ED 652A CURRICULUM STUDIES: SECONDARY LIT (4.00 credits)
This course explores pedagogical approaches that address the literacy demands of secondary level disciplinary literacies (disciplinary literacy is defined as the confluence of content knowledge, experiences, & skills merged with the ability to read, write, listen, speak, think critically & perform in a way that is meaningful within the context of a given field." -Wisconsin Department of Public Instruction). It emphasizes creative curriculum design grounded in a socio-cultural understanding of texts, the dialogical and integrated nature of reading and writing, the role of genre and register, and the use of scaffolded instruction for expanding the literacy repertoires of students. Practicum required. Prerequisites: Available to Accelerated Secondary students only
ED 654 SPECIAL TOPICS IN INSTRUCTION TECH (3.00 credits)
This course provides an emphasis on emerging trends, timely developments and issues related to instructional technology. Topics will vary. Prerequisites: None.
ED 655 DIR STUDY IN TELECOM AND WEB DEVELP (3.00 credits)
Explore the educational use of telecommunications and the world wide web. Use software to design and develop an educational web site. Prerequisites: None.
ED 656 ADMIN MGMNT INSTR TECH ASSET (3.00 credits)
Through readings, simulations, community involvement and on line resources this class will focus on technology facility design including network topography, the selection, acquisition, maintenance of technology systems including voice, video, data, and other digital components. This course provides opportunities to develop artifacts for use in meeting licensing assessments for instructional technology coordinator content standards 4, 5, 6, 9, 10. Prerequisites: None.
ED 657 ENHANCING ADULT MOTIVATION TO LEARN (3.00 credits)
This course is designed to provide an in-depth understanding of effective ways to enhance learning and intrinsic motivation among diverse adults in educational, community, business, and organizational settings. Students learn to apply findings from biological and social science research integrated with adult learning theories, intrinsic motivation strategies, and instructional design techniques. The course offers examples, ideas, and opportunities for transfer of new learning to work settings that have relevance for professional learning specialists ranging from college instructors and corporate trainers to community leaders and instructional coaches. (F)
ED 658 TECH ENHANCED ADULT LRN METHODS (3.00 credits)
This course prepares students for the creation of instructional environments that support adult learners through the effective use of teaching techniques and technologies. It focuses on the development, evaluation and utilization of teaching methods and electronic technologies and ways to address the digital divide. _x000D_ Prerequisites: ED 606, 608.
ED 659 DESIGN AND IMPLEMENTAT OF ADULT LRN (3.00 credits)
This course prepares students for the design and implementation of curriculum, course construction, evaluation and assessment tools, and instructional practices for adult learners. Prerequisites: ED 606, 608, 658.
ED 660 SEMINAR: POLICY STUDIES IN EDUCATN (3.00 credits)
An intensive study of topics in educational policy and their bearing on classroom teaching; strategies for incorporating policy implications into planning for classroom teaching. Prerequisites: None.
ED 660A ED POLICY & REFLECTIVE PRACTITIONER (2.00 credits)
This course engages candidate teachers in the inquiry, reflection, and action necessary for developing socially just classrooms; challenges Candidates to recognize the importance of deep reflection and thoughtful pedagogical growth for engaged, responsible participation in schools and communities.  Candidates will further develop and sustain a stance toward inquiry as integral to generating knowledge and informing their own practice as they work toward building a more just and compassionate world.  Candidates engage in the reflective process for completing and submitting the Education Teacher Performance Assessment (edTPA). Prerequisites: ASP Admission to student teaching.
ED 660B REFLECTION IN PRACTICE (1.00 credits)
This course engages elementary and middle school teacher candidates in Wisconsin and national education policies and implications for professional practice. Teacher candidates are prepared for the Education Teaching Performance Assessment (edTPA) examination.
ED 661 INTEGRATIVE CLASSROOM ENVIRONMENTS (3.00 credits)
This practicum-based course explores the meaning of curriculum and promising instructional practices for grades 1-8. This includes understanding instructional organization promoting science, technology, art, and math integrated curriculum along with the literary opportunities of such curriculum in a framework of culturally responsive teaching. The practicum site will be used as a learning laboratory to develop skills in observation, analysis and reflection focused on the quality of classroom environments. (F)
ED 662 SCHOOLS-POLITICAL&ORGANIZATION SYS (3.00 credits)
A study of community relations; power structures; political, professional organizations, and interest groups; decision-making and problem solving; educational organizations and educational leadership styles. Prerequisites: None.
ED 667 SCIENCE EXPLORATIONS AND METHODS (4.00 credits)
This course introduces teacher candidates to national science education standards and research-based pedagogical models for understanding and using fundamental concepts in physical, life, earth and space sciences and scientific inquiry processes. Science curriculum, teaching strategies, and assessment are covered and integrated STEM approaches are explored. A field activity is required. (SS)
ED 667A SCIENCE EXPLORATIONS (3.00 credits)
This course creates a vision for STEM education in elementary and middle school classrooms and explores models for realizing this vision. National Science Education standards are used to gain an understanding of the philosophy and goals of K-8 science instruction. Students envision integration of STEM learning in classrooms, explore issues in science education, and investigate research-based frameworks for science instruction.
ED 667B SCIENCE METHODS (3.00 credits)
This course focuses on the skills and tools needed to realize the vision of ideal science instruction. Curriculum, teaching strategies, assessment, and differentiation are addressed. Practicum experiences focus on implementing strategies using technology tools Exploration of the integration of student experiences across the curriculum is emphasized.
ED 668 INTRO TO PUBLIC SCHOOLS IN US (3.00 credits)
This course is designed for students who have limited experience in K-12 public schools in the United States. The course features on-campus classroom instruction and visits to public elementary, middle, and high schools. The course will explore the origins of public schools, school governance, curriculums used, instructional delivery, and educational challenges. (F/S)
ED 669 HISTORY OF AMERICAN EDUCATN REFORM (3.00 credits)
This course will explore the history of American Education Reform starting with A Nation at Risk through Race to the Top. Implications for public school professionals will be examined. (S)
ED 670 TEACHERS INSERVICE WORKSHOP (1.00 - 4.00 credits)
An opportunity for teachers to register for variable credit in courses and workshops on varying topics and issues. Applicability of this credit to graduate degree programs requires approval of the Chair of the Department of Education. (Variable credit) Prerequisites: None.
ED 670X TCHR INSERVICE: COMP APPL (0.00 credits)
Prerequisites: None.
ED 670Y TCH INSERVICE: YAHARA WATERSHED (0.00 credits)
Prerequisites: None.
ED 671A INTRO COG EMOT LRN DISABILITIES (3.00 credits)
This course introduces students to cognitive, emotional and learning disability areas and the foundations of best instructional and intervention practices. Embedded practicum required. (SS)
ED 672A SPED READING LITERACY I AGES 6-21 (3.00 credits)
This course examines approaches to teaching communication, reading, writing and math to students with IDEA identified disabilities. Topics include early literacy teaching and assessment; running records; cognitive and social bases of communication in academic and oral language development; and adapting instruction to facilitate learning in special ed.
ED 672B SPED READING LITERACY II AGES 6-21 (3.00 credits)
This course addresses common core state standards pertaining to literacy as a life skill for special education students. Students explore balanced literacy teaching approaches including reader and writer workshops, literature circles and book clubs, vocabulary study, and uses of informational texts. Students prepare units of study and become skilled in assessments that support communication, reading instruction, collaboration, and literacy assessment for special education. Practicums focus on creating lessons. Prerequisites: Admitted to SPED and Passed PRAXIS Core.
ED 672C LANGUAGE & COMMUNICATION DEVLP XCAT (3.00 credits)
This course examines approaches to assessing and teaching language and communication skills to students with disabilities. Attention is paid to the cognitive and social bases of communication (Language Core) in relation to developmental stages and adapting instruction to facilitate teaching and learning of students with moderate to mild special education disabilities (Emotional Behavioral, Intellectual, Learning Disabilities, and Autism). Cultural influences, English as a Second Language, bilingualism and dialectical differences are considered.
ED 675A SPED ASSESS & ANALYSIS IN PRACTICE (4.00 credits)
Course engages candidate special education teachers in examination, understanding data collection, interpretation & analysis of summative & formative data for determination of disability & progress monitoring of academic, language, social, emotional, vocational & adaptive learning skills through case study experiences. Prerequisites: ED 671A, ED 672A, ED 672B, and passed Praxis II 5146
ED 676A SPED METHODS MATERIAL CD EBD LD DIS (4.00 credits)
This course compares and analyzes educational strategies and teaching techniques for students with cognitive, emotional and learning disabilities. Embedded practicum required. Prerequisites: ED 671A, ED 672A, ED 672B and Passed Praxis II 5146
ED 678A SPED CURR MANAGE TCHG STUDENTS 6-21 (4.00 credits)
This course explores curriculum interwoven principles of classroom organization and management ensuring academic success and reduction of behavior problems. Behavioral, cognitive, and environmental factors are addressed. Positive support, interventions and practices are stressed. Embedded field experience required. Prerequisites: ED 671A, ED 672A, ED 672B and Passed Praxis II 5146.
ED 679 INDEPENDENT STUDY - EDUCATION (1.00 - 4.00 credits)
Supervised projects of readings, research, or practicum experience developed in cooperation with a faculty advisor and approved by the Chairperson of the Department of Education. (F, S, SS) (Variable credit) Study of the legal aspects of private school ad Prerequisites: consent of instructor.
ED 680A TOPICS/PRIV SCL ADMN:CIVIL/CANON LW (3.00 credits)
Prerequisites: None.
ED 680B TOPICS/PRIV SCL ADMN:COMMNTY ISSUES (3.00 credits)
Prerequisites: None.
ED 680C TOPICS:PRIV SCL ADMIN:RELIGIOUS ED (3.00 credits)
Prerequisites: None.
ED 680D TOPICS/PRIV SCL ADMIN:FUNDRSNG DEVL (3.00 credits)
Prerequisites: None.
ED 680E TOPICS/PRIV SCL ADMIN:THEOLGCL TRND (3.00 credits)
Prerequisites: None.
ED 681 CHILD DEVELOPMNT & EXCEPTIONALITIES (3.00 credits)
This course is designed to provide a study of the physical, cognitive, social and emotional development of the child through early childhood, middle childhood and early adolescence periods. It will focus on the application and analyses of theories and issues of childhood, including social, emotional, intellectual, physical and moral development and learning. Special attention is given to educational implications for children with exceptional learning needs and differentiation. Attention will be given to the physical and health aspects fostered in a classroom that promotes concepts of wellness and inclusion.
ED 682 CHILDREN'S LITERATURE (3.00 credits)
This course provides an overview of literature for children and youth. The emphasis is on reading, analyzing and evaluating selected literary works across genres, Diverse perspectives in contemporary children's literature is emphasized. Students are acquainted with key authors and texts, strategies for incorporating literature and literary strategies in educational settings, and uses of knowledge about child development to identify appropriate literature for children. (S)
ED 683A LITERACY LANG ARTS METHODS I (3.00 credits)
This course introduces facets of early literacy including development, instruction and skill assessment. Vigotsky and Marie Clay are explored for their insights on teaching literacy. Students engage in formative assessment techniques related to instruction of phonemic awareness, word work, vocabulary development, shared reading, and beginning comprehension. Practicums focus on use of guided reading as an instructional technique.
ED 683B LITERACY LANG ARTS METHODS II (3.00 credits)
This course addresses common core state standards pertaining to literacy as a life skill. Students explore balanced literacy teaching approaches including reader and writer workshops, literature circles and book clubs, vocabulary study, and uses of informational texts. Students prepare units of study and become skilled in assessments that support communication, collaboration, creativity and critical thinking. Practicums focus on creating lessons.
ED 684 SOCIAL STUDIES METHODS (3.00 credits)
This course investigates curriculum and methods in Social Studies. It equips students to select methods, resources, and assessment strategies for Social Studies instruction. Students explore debates in Social Studies curricula, become familiar with standards, and construct curricula that promote equity, diversity, and social justice.
ED 684A INTRO TO U.S. STATE & LOCAL GOVERN (1.00 credits)
Understanding Citizen Rights and Responsibilities in the American Political System of Government. This course addresses Foundations & Branches of Government, Judicial History and Participation in State and Local Government. Course meets the WI Statute requirement for National, State & Local Government. Prerequisite: Admission to the ACE or ASP program.
ED 685 INTEGRATION ART ELEMENTARY CURRIC (2.00 credits)
This course is based on the principle that integrating the arts across curricular content enhances children's imagination, creativity, and design play. Multiple mediums will be explored including music, drama, poetry, model building, sculpture, and painting.
ED 686 GENRE, KNOWLEDGE & PEDAGOGY (3.00 credits)
This course aims at understanding the educative power and potential of texts when approached through an artistically productive lens involving critical analysis, intra-textual experimentation, and play. The course will involve exploring certain school genres and developing literacy pedagogies consistent with the many ways of being literate.
ED 689 MENTORING COACHING AND LEADERSHIP (3.00 credits)
This field work intensive course promotes the art of supporting and nurturing educational leaders and teachers who are in the process of reforming their own or their institution's professional practices. It focuses on critical ways for identifying needs, selecting instructional materials, developing phased implementation plans, and creating an open accountability culture to productively monitor and nurture professional learning communities. A practicum is required.
ED 690 GRADUATE SEMINAR: EDUCATION (3.00 credits)
Participants study or conduct some aspect of an educational research project, report findings, and discuss understandings and implications for classroom teaching. Prerequisites: completion of at least 27 credits toward degree.
ED 691 INDEPENDENT READING (1.00 - 4.00 credits)
A faculty-supervised project based on an approved bibliography and written assignment. Prerequisites: consent of instructor.
ED 692 RESEARCH CAPSTONE PROJECT (3.00 credits)
Students in this course design, conduct and write up Master's research capstone projects. Prerequisites: ED 603 Introduction to Educational Research
ED 693A SUPERVISED FIELD TEACHING: ESL (3.00 credits)
A supervised field experience in ESL with related portfolio development in a school setting appropriate to the level of prospective professional practice. Prerequisites: Admission to student teaching.
ED 693B SUPERVISED FIELD TEACHING:SECONDARY (3.00 credits)
A supervised field teaching experience in secondary education with related ed-TPA portfolio development in a school setting appropriate to the level of prospective professional practice. Prerequisites: Admission to student teaching.
ED 693C STUDENT TEACHING EA-A & ESL (3.00 credits)
This course is a supervised field experience with related portfolio development in an EA-A education and ESL school setting appropriate to level of prospective professional practice. Prerequisties: Admission to Student Teaching Supv.
ED 693D STUDENT TEACHING EA-A & BILINGUAL (3.00 credits)
This course is a supervised field experience with related portfolio development in an EA-A education and Bilngual school setting appropriate to level of prospective professional practice. Prerequisites: Admission to Student Teaching Supv.
ED 694 SUPERVISED FIELD MENTORING (1.00 - 3.00 credits)
A supervised field mentoring practicum with related portfolio development in a school setting appropriate to level of prospective professional practice. Prerequisites: admission to student teaching supv.
ED 694A SUPERVISED FIELD MENTORING: BILING (3.00 credits)
A supervised field mentoring practicum with related portfolio development in a bilingual education setting appropriate to the level of prospective professional practice. Prerequisites: Admission to student teaching.
ED 695 SUPERVISED FIELD TEACHING CROSS CAT (3.00 - 12.00 credits)
A supervised field teaching and graduate practicum in cross categorical special education with related portfolio development in a school setting appropriate to the level of prospective professional practice. Prerequisites: Admission to student teaching.
ED 696 SUPERVISED FIELD EXPER: ED ADMINIST (3.00 credits)
This practicum experience is school based. A cooperating administrator works with the student and the college supervisor on performance tasks associated with licensing requirements.
ED 697 SUPERVISED FIELD EXPERIENCE MC-EA (3.00 credits)
This course is a supervised field teaching experience with related portfolio development in a MC-EA school setting appropriate for advancement of prospective professional practice.
ED 697A STUDENT TEACHING MC-EA &ESL (3.00 credits)
This course is supervised field teaching experience with related portfolio development in an MC-EA regular education and ESL school setting appropriate for advancement of prospective professional practice. Pre-requisites: Admission to Licensure.
ED 697B STUDENT TEACHING MC-EA & BILINGUAL (3.00 credits)
This course is supervised field teaching experience with related portfolio development in an MC-EA regualr education and bilingual school setting appropriate for advancement of prospective professional practice. Pre-requisite: Admission to Licensure.
ED 701D INTRODUCTION TO DOCTORAL STUDY (1.00 - 3.00 credits)
Doctoral program overview, Edgewood College values, educational research, APA style writing, the license mentor program, portfolio guidelines, and professional standards in assessment. Institutional research tools and technology along with related information retrieval skills support are provided.
ED 701H INTRODUCTION TO DOCTORAL STUDY (1.00 - 3.00 credits)
Doctoral program overview, Edgewood College values, educational research, APA style writing, the license mentor program, portfolio guidelines, and professional standards in assessment. Institutional research tools and technology along with related information retrieval skills support are provided.
ED 710D ETHICAL AND INCLUSIVE ED LEADERSHIP (1.00 - 6.00 credits)
District level administration including historical and conceptual analysis, role expectations, professional and ethical obligations, board and community relations, technology applications and strategic planning are examined. Experiences are documented for licensure via portfolio artifacts.
ED 715H FACULTY, PROGRAMS AND ASSESSMENT (1.00 - 6.00 credits)
Leadership in curriculum, faculty, and assessment in higher education, including recent research are covered. Multicultural understanding, professional learning communities, and organizational and philosophical positions and tensions and decision making associated with learning are included.
ED 720D POLITICS, POLICY & ADMINISTRATION (1.00 - 6.00 credits)
Politics, educational policy and educational practice are explored. Particular emphasis is given to political and leadership theories, their practical application and the role of leadership in developing and implementing policy in the political environment within an ethical framework.
ED 725H INCLUSION & DIVERSITY IN EDUCATION (1.00 - 6.00 credits)
Diversity theory; demographics; achievement gap; learning styles; and racial, gender & class challenges are topics. Inclusion is viewed as a concept of shared power. Research in inclusion & diversity examines ethnic & cultural groups’ ability to participate in policy decision-making in education.
ED 730D CURRICULUM,INSTRUCTION&LRNG ENVTS (1.00 - 6.00 credits)
Curriculum, instruction, and assessment in learning are stressed in a context of frameworks for leaders. Ethical considerations, learning style, cognition, intelligence, constructivism in theory and practice, cultural information, individual differences, and learning communities are included.
ED 735H LAW, MEDIA, AND MARKETING (1.00 - 6.00 credits)
Legal issues in education & methods to ameliorate potential legal problems are studied. Major media serving higher education & working with local media are included. Mixed marketing campaigns & use of social media to promote higher education institutions’ marketing efforts are covered.
ED 745H FINANCE OF HIGHER EDUCATION (1.00 - 6.00 credits)
Planning, external trends, organizational culture, change management & strategic budgeting are studied in an ethical context. Case studies, readings, current events & discussions provide the basics of institutional budgeting and finance related to department, institution, and system-level finance.
ED 755H ETHICAL LEADRSHP, POLICY & GOVERN (1.00 - 6.00 credits)
Organizational theory and governance & management processes in higher education are explored. Policy is studied in the context of social justice with insights on leading student services and academic departments in colleges & universities, and divisions in organizations and agencies.
ED 777D MAX STUDENT LG/LG TARGETS (3.00 credits)
This book study will focus on the work of Connie Moss and Susan Brookhart. Through their book Formative Classroom Walkthroughs, educators will learn what a formative walkthrough is, how it relates to student learning and how to develop learning targets to best maximize the learning process for students as well as to then evaluate that learning.
ED 779 INDEPENDENT STUDY DOCTORAL I (1.00 - 6.00 credits)
Students work with dissertation advisor in a supervised independent research course to complete their dissertation after they have completed the 54 credits in the program.
ED 790D PROGRAM ASSESSMENT AND TRANSITION (3.00 credits)
Reflection and assessment of portfolio are conducted. Overview of Edgewood College dissertation process, introduction to research team and committee structure, dissertation timelines, and presentation of academic writing strategies are included.
ED 790H PROGRAM ASSESSMENT AND TRANSITION (3.00 credits)
Reflection and assessment of portfolio are conducted. Overview of Edgewood College dissertation process, introduction to research team and committee structure, dissertation timelines, and presentation of academic writing strategies are included.
ED 801D FOUNDATIONS OF RESEARCH METHODS (6.00 credits)
Quantitative, qualitative and mixed methods research traditions are presented in the context of being consumers of research, engaging in applied and dissertation research. Students select and refine a research topic, create an annotated bibliography and explore the use of appropriate methodologies.
ED 801H FOUNDATIONS OF RESEARCH METHODS (6.00 credits)
Quantitative, qualitative and mixed methods research are presented in the context of being consumers of research, engaging in applied and dissertation research. Students select and refine a research topic, create an annotated bibliography and explore the use of appropriate methodologies. (F/S/SS)
ED 810D BUDGET,FINANCE,AND RESOURCE ALLOCAT (1.00 - 6.00 credits)
Quantitative, qualitative & mixed methods research traditions are presented in the context of being consumers of research, engaging in applied and dissertation research. Students select and refine a research topic, create an annotated bibliography and explore the use of appropriate methodologies.
ED 820D LAW, MEDIA RELATIONS AND MARKETING (6.00 credits)
A case study methodology is used for legal issues in school and personnel law. Tort liability, civil rights, gender equity, & facility administration cases will draw heavily from a variety of resources in print and media. Ethical and leadership implications of legal issues are explored.
ED 830D RESEARCH METHODS (1.00 - 6.00 credits)
Students use educational research in published studies and evaluate the usefulness of the findings in relation to their research interests. Students discern a research topic and develop a research proposal including an introduction, literature review, and methodological design.
ED 830H RESEARCH METHODS (6.00 credits)
Students use educational research in published studies and evaluate the usefulness of the findings in relation to their research interests. Students discern a research topic and develop a research proposal including an introduction, literature review, and methodological design.
ED 879 INDEPENDENT STUDY DOCTORAL 2 (1.00 - 6.00 credits)
Students work with dissertation advisor in a supervised independent research course to complete their dissertation after they have completed the 54 required credits in the program.
ED 920 GUIDED DISSERTATION WRITING (3.00 credits)
Seminar course designed to guide students through the dissertation proposal and writing processes. Special topics are presented by the research team. Topics include survey design, data management, chapter design, use of analysis software, and professional presentation.
ED 979 INDEPENDENT STUDY DOCTORAL 3 (1.00 - 6.00 credits)
Students work with dissertation advisor in a supervised independent research course to complete their dissertation after they have completed the 54 required credits in the program.
ED 990 DISSERTATION DEFENSE (3.00 credits)
The final dissertation written copy is prepared, analyzed by the dissertation committee, and reviewed by the dissertation editor prior to dissertation defense and publication.