EDUCATIONAL STUDIES 

Educational Studies Curriculum Instruction 

EDS  301     Cr. 1
Health Education – Early Childhood or Middle Childhood-Early Adolescence

This course is designed to provide pre-service teachers with basic understanding of health and wellness issues in elementary and middle school settings. The course will introduce students to concepts and topics involved in K-8 school health programs. Offered Fall, Spring.

EDS         303                          Cr. 2
Foundations of Public Education in the United States (Early Adolescence-Adolescence)

Examines the historical and philosophical foundations of the teaching profession as well as  contemporary issues facing teachers in the twenty first century relating to school law, ethics, school governance and the impact of economics on education. Offered Fall, Spring, Summer.

EDS         308                          Cr. 3
Foundations of Literacy for Early Childhood-Middle Childhood & Middle Childhood-Early Adolescence

This course focuses on the theoretical background of literacy. Candidates will become familiar with effective approaches to literacy instruction. Candidates will also gain an understanding of evaluation processes used to determine quality literature. Emphasis will be given to critical literacy perspectives including effective practices from multicultural and multilingual literacy perspectives. Prerequisites: declared Education major; passing PPST scores. Offered Fall, Spring.

EDS         309          Cr. 2
Education in a Global Society (Early Adolescence-Adolescence)

In support of teachers as globally responsive citizens, this course studies international education issues relating to global poverty, gender inequality and the impact of globalization on the teaching profession. Comparative case studies regarding education systems in other parts of the world are integrated to provide a stronger global perspective on social, economic and political aspects of schooling. Prerequisite: EDS 303. Offered Fall, Spring, Summer.

EDS         310                          Cr. 3
Education in a Global Society

This course will focus on analytical frameworks within which candidates will engage in conceptual, philosophical, and theoretical analysis of educational issues within the United States and other regions of the world. Topics of study include the complex phenomenon of globalization and how it affects the quality of life and learning worldwide. By using the interdisciplinary perspectives of philosophy and school politics, students will view the struggles faced by educators and policymakers in grasping the implications of globalization for education and civic life within the United States and abroad. The purpose of this course is to engage students within that struggle. Prerequisite: declared Education Major. Offered Fall, Spring.

EDS         311                          Cr. 3
Curriculum and Pedagogy for Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence

The course is designed to consider the nature of a teaching profession, the use of standards in a profession, and responsibilities of PK-12 educators. The role of schools in society will be examined along with the history and politics of school curriculum. Possible levels of curriculum use in schools from knowledge reproduction to curriculum integration will be discussed. Culturally responsive teaching and conflict resolution will be emphasized. Prerequisites: declared Education major; passing PPST scores. Offered Fall, Spring.

EDS         319                          Cr. 2
Teaching with Integrated Technology I

This course is an introduction to the systematic planning of instructional technology. Course objectives include developing functional skills in computer hardware and software, design of multimedia materials, and effective application of technology in teaching and learning. The course focuses on the basic principles of learning through technology integration into instruction with the use of multimedia, Web development, instructional media, distance learning, Internet use and ethical, legal, and social issues in technology. Lect. 1, Lab 1. Prerequisites: sophomore standing; declared Education major. Offered Fall, Spring.

EDS         351                          Cr. 4
Language, Literacy, and Culture in the Secondary Classroom

This course consists of class sessions and an integrated field experience. It is designed to equip teacher candidates to understand theoretical and evidence-based foundations of literacy processes and instruction. Students will: a) learn about instructional strategies, approaches, and materials to support student learning in literacy, b) learn about a variety of assessments and how assessment information can be used to plan and evaluate literacy instruction, c) develop an awareness, understanding, respect, and value for diversity and its impact on literacy, and d) learn about factors in the learning environment that foster literacy achievement. Prerequisite: Admission to Teacher Education. Offered Fall and Spring.

EDS         402/502                   Cr. 2
Field Experience I for Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence

This course is the first field experience in a school environment. Candidates will be introduced to professionalism, classroom management, and conflict resolution. Candidates will plan and teach lessons within the designated developmental range. Lect. 1, Lab 1. Prerequisites: Undergraduate: junior standing; admission to Teacher Education Program; EDS 308, 310, 311; to be taken concurrently with EDS 412 and 413. Graduate: admission to a DES graduate program; EDS 710, 308 or 508, 311 or 511; to be taken concurrently with EDS 412/512, 413/513. Offered Fall, Spring.

EDS         405/505                   Cr. 2
Field Experience I – Early Childhood-Adolescence or Early Adolescence-Adolescence

This course is the first field experience in a school environment. Candidates will be introduced to professionalism, classroom management, and conflict resolution. Candidates will develop and teach lessons within the designated developmental range.Lect.1,Lab.1. Prerequisites: Undergraduate: junior standing; admission to Teacher Education; EDS 310; to be taken concurrently with EDS 406. Graduate: admission to a DES Graduate Program; EDS 710; to be taken concurrently with EDS 406/506. Offered Fall, Spring.

EDS         406/506                   Cr. 4
Teaching for a Diverse Society – Early Adolescence-Adolescence & Early Childhood-Adolescence

A general methods course which introduces the EA-A and EC-A candidates to a range of knowledge, skills, and dispositions regarding the context of classroom practice. A central focus of the course is preparing students to work with children from diverse language, socio-economic, and cultural backgrounds. Candidates will investigate current research on exemplary educational practice in the middle and high school setting, with particular attention to issues related to promoting learning for all students. Prerequisites: Undergraduate: junior standing; admission to Teacher Education Program; EDS 310 to be taken concurrently with EDS 405. Graduate: admission to a DES Graduate Program; EDS 710 to be taken concurrently with EDS 405/505. Offered Fall, Spring.

EDS         408                          Cr. 3
Foundation of Literacy for Early Childhood-Middle Childhood and Middle Childhood-Early Adolescence

This course focuses on the theoretical background of literacy. Candidates will become familiar with effective approaches to literacy instruction. Candidates will also gain an understanding of evaluation processes used to determine quality literature. Emphasis will be given to critical literacy perspectives including effective practices from multicultural and multilingual literacy perspectives. Prerequisites: declared Education major; passing PPST scores. Offered Fall, Spring

EDS         411                          Cr. 3
Curriculum and Pedagogy for Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence

The course is designed to consider the nature of a teaching profession, the use of standards in a profession, and responsibilities of PK-12 educators. The role of schools in society will be examined along with the history and politics of school curriculum. Possible levels of curriculum use in schools from knowledge reproduction to curriculum integration will be discussed. Culturally responsive teaching and conflict resolution will be emphasized. Prerequisites: declared Education major; passing PPST scores. Offered Fall, Spring.

EDS         412/512                   Cr. 5
Teaching Language and Literacy—Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence

This course focuses on applications of best practices from research and from multicultural, multilingual, and critical literacy perspectives. It includes a field experience in an elementary classroom, in which students will observe and teach literacy lessons. Prerequisites: Undergraduate: junior standing; admission to Teacher Education Program; EDS 308, 310, and 311; to be taken concurrently with EDS 402, 413. Graduate: admission to a DES Graduate program; EDS 710, 508 and 511; to be taken concurrently with EDS 402/502, 413/513. Offered Fall, Spring 

EDS         413/513                   Cr. 3
Teaching Social Studies—Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence

This course is designed to provide teacher candidates with basic understanding of curriculum content, instructional methods and materials, and assessment strategies in social studies for children in kindergarten through middle school. Prerequisites: Undergraduate: junior standing; admission to Teacher Education Program; EDS 308, 310, and 311; to be taken concurrently with EDS 402, 412. Graduate: admission to DES Graduate Program; EDS 710, 308/508, and 311/511; to be taken concurrently with EDS 402/502, 412/512. Offered Fall, Spring.

EDS         419                         Cr. 2
Teaching with Integrated Technology I

This course is an introduction to the systematic planning of instructional technology. Course objectives include developing functional skills in computer hardware and software, design of multimedia materials, and effective application of technology in teaching and learning. The course focuses on the basis principles of learning through technology integration into instruction with the use of multimedia, web development, instructional media, distance learning, Internet use and ethical, legal, and social issues in technology. Prerequisites: sophomore standing; declared Education major. Offered Fall, Winter, Spring, Summer.              

EDS         420/520                   Cr. 1
Teaching with Integrated Technology II

This course covers the integration of traditional, emerging and interactive technologies across the curriculum. The course is designed to develop an understanding of technology application in the academic disciplines. Students will learn about strategies for incorporating computer technology into teaching and learning. Students will develop skills in software design and application. Lect. 1, Lab 1/2. Prerequisites: Undergraduate: junior standing; admission to Teacher Education Program; EDS 419. Graduate: admission DES graduate program; EDS 419. Offered Fall, Spring.

EDS         421/521                   Cr. 3
Teaching General Science Methods I—Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence

This course is designed to introduce teacher candidates to current methods and practices for teaching general science education that will include environmental topics. EC-MC and MC-EA candidates will explore the need for these sciences in their teaching areas. Methods will be investigated regarding the nature of science as a discipline, strategies for instruction and assessment for student learning. Diversity and gender issues in science education are emphasized Prerequisites: Undergraduate: junior standing; admission to Teacher Education Program; EDS 402; must receive a grade

of “C” or better in MTH 125; to be take concurrently with EDS 422, 445; Graduate: admission to DES Graduate Program; EDS 402 or 502; must receive a grade of “C” or better in MTH 125; to be taken concurrently with EDS 422/522, 445/545. Offered Fall, Spring.

EDS         422/522                  Cr. 2
Teaching Mathematics Methods—Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence

This course is designed to provide teacher candidates with basic understanding of curriculum content, instructional methods and materials, and assessment strategies in mathematics for children in preschool through middle school. Teacher candidates will examine the scope and sequence of PK-8 mathematics standards documents as well as explore models for short and long term instructional planning. Candidates will use assessment data to differentiate instruction to meet the needs of individual students that may include Response to Intervention planning and Professional Learning Communities. Prerequisites: Undergraduate: junior standing; EDS 402; must receive grade of “C” or better in MTH 125; to be taken concurrently with EDS 421, 445. Graduate: admission to a DES graduate program; EDS 402 or 502; must receive grade of “C” or better in MTH 125; to be taken concurrently with EDS 421/521, 445/545. Offered Fall, Spring.

EDS         445/545                  Cr. 2
Field Experience II—Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence

This course is the second field experience in a school environment. Candidates will further develop their professionalism, classroom management techniques, and conflict resolution skills. Candidates will develop and teach lessons including units of instruction as well as building and maintaining the classroom environment within the designated developmental range. Lect. 1, Lab, 1. Prerequisites: Undergraduate: junior standing: admission to Teacher Education Program; EDS 402; to be taken concurrently with EDS 421, 422; Graduate: admission to a DES Graduate Program and EDS 402/502; to be taken concurrently with EDS 421/521 and 422/522. Offered Fall, Spring.

EDS         450/550                   Cr. 2
Field Experience II—Early Childhood-Adolescence, Early Adolescence-Adolescence

This course is the second field experience in a school environment. Candidates will further develop their professionalism, classroom management techniques, and conflict resolution skills. Candidates will develop and teach lessons including units of instruction as well as building and maintaining the classroom environment within the designed developmental range. Lect. 1, Lab, 1. Prerequisites: Undergraduate: junior standing; admission to a Teacher Education Program; EDS 405; to be taken concurrently with EDS 451. Graduate: admission to a DES Graduate Program; EDS 405/505; to be taken concurrently with EDS 451/551. Offered Fall, Spring.

EDS         451/551                   Cr. 3
Contemporary Literacy for Secondary Learners—Early Childhood-Adolescence, Early Adolescence-Adolescence

This class prepares students to experience literacy foundations from traditional and electronic text formats in a global information society. The search for meaning is shaped by language competencies applied in local, national, and international settings. The purpose of this class is to engage learners in the acquisition of skills and processes to facilitate literacy growth in traditional content areas at the middle and high school level. Prerequisites: junior standing; admission to Teacher Education Program; EDS 405; to be taken concurrently with EDS 450. Graduate: admission to a DES Graduate Education Program; EDS 405/505; to be taken concurrently with EDS 450/550. Offered Fall, Spring.

EDS         460/560                   Cr. 3
Transescent Education

This course is designed to provide an overview of educational services that are appropriate for students in middle level grades. The historical and philosophical bases for transescent education are surveyed. Major components of this course include the organization and administration of middle schools, curricular areas often found in middle level education, transescent students (ages 10-14), management, teacher/advisory programs, and family and community relations. Additional attention will be given to current issues in transescent education. Lect. 3, Lab. 1. Prerequisites: Undergraduate: junior standing; admission to Teacher Education Program; EDS 402 or 405. Graduate: admission to DES Graduate program; EDS 402/502 or 405/505. Offered Fall, Spring.

EDS         480                          Cr. 1
Contemporary Issues

The focus of this course is to engage students in the examination of a current issue impacting public education and the teaching profession through the integration of focused research, debate, and writing. The issue under study may change each term depending on the importance and currency of the problem. Prerequisites: admission to Teacher Education Program; EDS 402 or 405. Repeatable for credit — maximum three. Offered Fall, Spring.

EDS         492                          Cr. 1
Student Teaching Seminar

This seminar course provides an opportunity to discuss and further develop candidates’ critical thinking regarding issues of the field and practice of educating school-age individuals. As a result of this course, candidates will discuss current issues experienced within their student teaching experiences as well as issues around the areas of professionalism, conflict resolution, and classroom management. Prerequisites: admission to Teacher Education Program; to be taken concurrently with EDS 493 or 494 or 495. Registration occurs through the Office of Field experience only. Offered Fall, Spring.

EDS         493                         Cr. 3-15
Student Teaching: Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence

Student teaching is a full day, full school semester professional experience in selected elementary and secondary schools with qualified, approved cooperating teachers. Orientation, seminars and other professional experiences are also required. Prerequisites: completion of requirements in education, including special methods courses; recommendation by the appropriate education program faculty; 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work; and, an official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline. May be repeated for credit in a subsequent semester for each additional licensure. Registration occurs through the Office of Field Experience only. Pass/Fail grading. Offered Fall, Spring.

EDS         494                         Cr. 3-15
Student Teaching: Early Adolescence-Adolescence or Early Childhood-Adolescence

Student teaching is a full day, full school semester, professional experience in selected elementary and secondary schools with qualified, approved cooperating teachers. Orientation, seminars and other professional experiences are also required. Prerequisites: completion of requirements in education, including special methods courses; recommendation by the appropriate education program faculty; 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work; and an official passing Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline. May be repeated for credit in a subsequent semester for each additional licensure. Registration occurs through the Office of Field Experience only. Pass/Fail grading. Offered Fall, Spring.

EDS         495                         Cr. 3-15
Teaching Internship

Teaching internship is a full day, full school semester, professional experience in selected elementary and secondary schools with qualified, approved cooperating teachers. Orientation, seminars and other professional experiences are also required. Prerequisites: completion of requirements in education, including special methods courses; recommendation by the appropriate education program faculty; 3.00 cumulative grade point average and a 3.00 grade point average in the major, minor, concentrations and professional course work; an official passing Praxis II content test score report documenting passing scores in the appropriate certification area/discipline; selected for Wisconsin Internship Program placement and a State Intern License. Registration occurs through the Office of Field Experience only. Pass/Fail grading. Offered Fall, Spring.