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UNDERGRADUATE PROGRAM AND COURSE DESCRIPTIONS

EDUCATIONAL STUDIES (EDS)

College of Liberal Studies
School of Education

Department Chair:  Gregory Walsko

220A Morris Hall; 608/785-8132

E-mail: gwalsko@uwlax.edu


www.uwlax.edu/des


Professors: Angell, Associate Professors: Ali, Shanks, Willhite, Assistant Professors: Carlson, Chen, Epstein, Iwai, Johnson, Kabashi, Love, Rogers, Rouse, Thomas, Willhite, Yehle, Senior Lecturers: Gander, Lecturers: Green, Associate Lecturers: Emerich, Hietpas, Kern, Kroner, Kroner, Kruse, Lee, Mattison, Ratigan, Reedy, Vanderhyden, Witt-Smith


DES ADMISSIONS CRITERIA
UNDERGRADUATE PROGRAMS EC-MC, MC-EA, AND EC-A

Criteria and Procedures for Application and Admission to Department of Educational Studies Teacher Education Programs

Eligibility Criteria for Application
Applicants must apply and be accepted into the program prior to registration for certain education courses. Although applicants apply after 24 course credits are earned, applicants can only be officially admitted to the School of Education Department of Educational Studies (DES) Teacher Education Programs after the completion of 40 credits.

Prior to submitting an application for admission to the EC-MC: Early Childhood-Middle Childhood (ages birth-11), MC-EA: Middle Childhood-Early Adolescence (ages 6-13), with a certifiable minor; and EC-A: Early Childhood-Early Adolescence programs (ages birth-21), with a major in Art, Music, French, German, or Spanish, teacher applicants must apply for admission to the program and meet the following criteria:

1) Pre-Professional Skills Test (PPST)-The PPST should be taken during the first semester on
campus. Applicants must earn passing scores in Reading (175), Mathematics (173), and
Writing (174), to be eligible for program application. Passing scores are set by the State
Superintendent of Public Instruction. Please check your Advisement Report for PPST
Documentation. Allow eight (8) weeks for documentation to be sent to UW-L and recorded.

2) Preliminary Course Work- Applicants seeking licensure in EC-MC & MC-EA must have a minimum of 24 earned credits in which grade points have been earned (includes transfer credit). Applicants seeking licensure in EC-A must have a minimum of 40 earned credits in which grade points have been earned (includes transfer credit).

3) Cumulative Grade Point Average-Applicants must have earned a cumulative grade point average of 3.00 in all academic work taken prior to applying for admission. This includes transfer grade points averaged with residence grade points.

4) Applicants who have significant extenuating circumstances that prevent them from meeting one of the admission criteria above may provide a detailed letter documenting why they should still be considered for admission (in addition to submitting PPST scores, evidence of preliminary course work, and college transcripts). Documentation should include evidence to support the request for consideration (example: attempted number of times PPST has been taken and past PPST scores). Applicants must also provide contact information for two references who can support the candidate's request and who can speak to the candidate's ability to be successful in the Department of Educational Studies Teacher Education Program.

APPLICATION PROCEDURES
Applicants who meet the criteria described above may obtain additional information on the application from the Department of Educational Studies. Applications are accepted during the first three weeks of the Fall or Spring semesters. Applicants who meet the criteria described above may fill out an online admissions form found at http://www.uwlax.edu/soe/students/admissions/desadmissions.html (the DES Teacher Education Admissions Form)

NOTE: Applications will not be accepted after 4:00 p.m. on the Friday of the third week of the Fall or Spring semester. Incomplete applications will not be considered. Admission decisions will be sent to applicants via e-mail by Friday of the eighth week of each semester. Any applicant who changes major or licensure track must reapply for admission. Readmission will be based on current admission criteria.

Students interested in applying for admission to the School of Education (SoE) will be asked to disclose any criminal charges filed against them through a self report form. Applicants with a felony conviction (which prohibits them from entering the teaching profession) will not be admitted into any program within the SoE. Student applicants with lesser charges (misdemeanors not involving children) shall be permitted to apply to the SoE.


Early Childhood through Middle Childhood (EC-MC) (ages birth through 11)

Candidates must fulfill the requirements below to be eligible to apply for certification to teach students from birth to 11 years of age.  Requirements are listed below.

Required General Education Courses: (14 credits) GEO 200, EFN 205 or ERS 100 or SOC 225 or WGS 230, MTH 135 and MTH 136.

Recommended General Education Courses: PHY 106, ART 302, MUS 317, POL 101 or 102.

Requirements in Professional Education: 65 credits plus student teaching

     Courses not requiring Admission to Teacher Education
        ECE 212, 213, 316, 324; EDS 303, 308, 311, 319; HED 207; PSY 370.

     Courses requiring Admission to Teacher Education
        ECE 326/327, ECE 425, 430, 440, 490; EDS 402, 412, 413, 421, 422, 445; SPE 401.

Student Teaching: 12 credits – EDS 492 (1), EDS 493 (11), or EDS 495 (11).


Middle Childhood through Early Adolescence (MC-EA) (ages 6-12 or 13)

Candidates must fulfill the requirements below and a minor to be eligible to apply for licensure to teach students from 6-13 years of age.

Minors in biology, chemistry, computer science, earth science, economics, English, general science, geography, history, mathematics, physics, political science, psychology, social studies, and sociology are core subject areas and do not require the completion of additional requirements for certification.

Minors in French, German studies, school health education, Spanish, special education, and teaching English to speakers of other languages are not core subject areas and require the completion of additional requirements for certification. See the minor program descriptions or contact the College of Liberal Studies Academic Services Office for more information.

Required General Education Courses: ART 302; GEO 200; EFN 205 or ERS 100 or SOC 225 or WGS 230; HED 207; MTH 135, 136; MUS 317; POL 101 or 102; (or similar competencies)

Recommended General Education Courses: PHY 106

Requirements in Professional Education: 44 credits 

   Courses not requiring Admission to Teacher Education:
          EDS 303, 308, 309, 311, 319; PSY 212, 370 

   Courses requiring Admission to Teacher Education:
          EDS 402a, 412a, 413a, 421b, 422b, 445b, 452, 463; SPE 401

Student Teaching: 12 credits - EDS 492 (1); 493 or 495 (11)

a taken concurrently
b taken concurrently


Early Childhood through Adolescence (EC-A) (ages birth - 21)

Candidates must fulfill the requirements below and one or more certifiable majors to be eligible to apply for licensure to teach students from birth to 21 years of age. In addition to a major, students may choose to complete one or more minors for additional certifications.

Certifiable majors include: art, French*, German studies*, music-general, music-choral, music-instrumental, and Spanish*.

* Minors in French, German studies, and Spanish are certifiable at the early adolescence – adolescence developmental range only, unless another language is completed as a major. If a language major and language minor are completed, both languages may be certifiable at the early childhood – adolescence range.

Required General Education Courses: 6 credits - POL 101 or 102; one from EFN 205 or ERS 100 or SOC 225 or WGS 230.

Requirements in Allied Fields: 6 credits - PSY 212, 370

Requirements in Professional Education: 18 credits 

    Courses not requiring Admission to Teacher Education:
          EDS 303, 309, 319

    Courses requiring Admission to Teacher Education:
          EDS 351, 450, SPE 401, and additional School of Education requirements listed on page xx.

    Teaching methods: 1 course 

Student Teaching: 12 credits - EDS 494 or 495 (11) and EDS 492 (1).


General Science Education (Broad Field) Major (Early Adolescence-Adolescence) Certification

(Teacher Certification programs) 66-70 credits

Note: Second Major Only (First major must be Biology Education, Chemistry Education, or Physics Education)

1. STEP Teacher Education candidates are required to complete a 36-40 credit major Biology Education, 36 credits-Chemistry Education, or 38 credits-Physics Education
2. 14 credits in one science area outside of the science major selected from Biology, Chemistry, Earth Science, or Physics
3. 8 credits in each of the two remaining science areas selected from Biology, Chemistry, Earth Science, or Physics
4.  One mathematics course beyond minimum General Education Math requirement (any math course including transfer courses apply).

Note: The completion of one certifiable minor is highly recommended instead of the completion of the 14-credit requirement.

Additional teacher certification requirements can be found here.


Social Studies Education (Broad Field) Major (Early Adolescence-Adolescence Certification)

(Teacher Certification programs) 56-64 credits

Option A (Content Major)
57-64 credits

1. 37-44 credit major in Geography Education, History Education, Political Science Education, or Sociology Education
2. 20 credits, with a minimum of three credits, from any two of the following areas outside of the major selected from Economics, Geography, History, Political Science, Psychology, or Sociology.

Note: Teacher certification candidates must also complete GEO 200 (3 credits) and EFN 200 (1 credit) to fulfill statutory licensing requirements. (Credits do not count toward the Social Studies Education (Broad Field) major.)

Option B (Content Minor)
54-60 credits

1. 18-24 credit minor in one of the following:  Economic Education, Geography Education, History Education, Political Science Education, Psychology Education or Sociology Education
2. 32 credits with a minimum of three credits from three of the subject areas outside of the minor selected from Economics, Geography, History, Political Science, Psychology, or Sociology.
3. ECO/GEO/HIS/POL/PSY/SOC 408 (4 credits)

Note: Teacher certification candidates must also complete GEO 200 (3 credits) and EFN 200 (1 credit) to fulfill statutory licensing requirements. (Credits do not count toward the Social Studies Education (Broad Field) major.)

Additional teacher certification requirements can be found here.


MINORS IN DEPARTMENT OF EDUCATION STUDIES

Special Education Program

The Special Education Program has two tracks for which candidates may seek admission at the undergraduate level, including the degree-seeking minor and non-degree-seeking add-on certification tracks. Please choose the appropriate program track when applying for admission, as applying for the wrong track may cause a delay in your admission.

* The special education minor track is for undergraduate degree-seeking candidates completing a traditional undergraduate major and minor course sequence.

Teacher education candidates that desire to earn cross-categorical special education teaching certification must complete a separate admission for the Special Education Program. Candidates must complete admission to a teacher education program major prior to or in the same semester as applying to the Special Education Program. Admission to a Department of Educational Studies major program (MC-EA) or Secondary Teacher Education Program (STEP) major program (EA-A) does not guarantee admission in to the Special Education Program. You must be admitted to a teacher education major program to be admitted to the degree-seeking minor.

Special Education Program applications are accepted one time each semester. All application materials are due by 4:30pm on the Friday of Week 3 of each fall and spring semester. Applications are electronic; a link to the application site can be found at: www.uwlax.edu/des/specialed.

* The non-degree-seeking add-on track is for candidates who have already completed an undergraduate degree in education and hold or are eligible to hold a Wisconsin teaching license.

Teacher education candidates that desire to earn cross-categorical special education teaching certification must apply to the Special Education Program. Special Education Program applications are accepted on a rolling admission basis. Applications are electronic; a link to the application site can be found at: www.uwlax.edu/des/specialed.


Special Education Requirements (34 credits for both Special Education Tracks)

CORE COURSES: 19 credits (All core courses are required for each certification option.)
SPE 401 Introduction to Exceptional Individuals (3 credits)
SPE 424 Classroom Management & Positive Behavior Practices (3 credits)
EDS 463 Designing Instruction and Ongoing Assessment for Diverse Learners (3 credits)
SPE 431 Language Development & Disorders (3 credits)
SPE 440 Collaboration & Transition: From School-to-Community (3 credits)
SPE 452 Individual Educational Assessment (3 credits)
SPE 461 Clinical in Special Education (1 credit)

Cross-Categorical Special Education Certification Options:
Option 1: Middle Childhood/Early Adolescence (15 credits):
SPE 446 Methods Cross-Categorical Special Education-Middle Childhood/Early Adolescence (3 credits)
Professional Practice:
SPE 483 Student Teaching: Cross-Categorical Special Education-Middle Childhood/Early Adolescence (11 credits)
SPE 430 Seminar in Special Education (1 credit)

Option 2: Early Adolescence/Adolescence (15 credits):
SPE 447 Methods in Cross-Categorical Special Education-Early Adolescence/Adolescence Courses (3 credits)
Professional Practice:
SPE 484 Student Teaching: Cross-Categorical Special Education-Early Adolescence/Adolescence (11 credits)
SPE 430 Seminar in Special Education (1 credit)

All certification coursework must be completed prior to the Professional Practice semester. Candidates must also pass the Middle School Content Test (Praxis II #0146 or #5146), the Wisconsin Foundations of Reading Test, complete self-report criminal background check documents, complete the Pre-Student Teaching portfolio prior to student teaching, and the Post-Student Teaching electronic portfolio benchmark requirement. Degree-seeking candidates must have a Combined Cumulative Grade Point Average (CGPA) of at least 2.75 in order to enroll in the student teaching semester. Non-degree-seeking candidates must have a 2.75 GPA in the Special Education coursework in order to enroll in the student teaching semester.


General Science Minor (Middle Childhood/Early Adolescence)

22-23 credits: CHM 100 or CHM 103, CI 461, PHY 106 or PHY 103, PHY/AST 155 plus electives in science to reach a minimum of 22 credits. BIO 103 or 105 and ESC 101 do not count toward the 22 credits required for the minor.
Recommended Electives:
• PHY/AST 156: Stars, Galaxies, and the Universe (4 cr.)
• BIO 203: Organismal Biology (4 cr.)
• BIO 204: Plant Biology (3 cr.)
• BIO 210: Animal Biology (3 cr.)
• CHM 103: General Chemistry I (5 cr.)-if not completed as part of core requirements
• CHM 104: General Chemistry II (5 cr.)
• ESC 221: Introduction to Climate Systems (4 cr.)
• ESC 222: Landforms Processes and Regions (4 cr.)
• PHY 103: Fundamental Physics I (4 cr.)-if not completed as part of core requirements
or
• PHY 104: Fundamental Physics II (4 cr.)


Social Studies Minor (Middle Childhood/Early Adolescence)

25 credits - HIS 210, 321; GEO 110 or 201; ARC 100; SOC 202; POL 101, 102; ECO 110; EFN 200

Note: Students should be aware that the Department of Public Instruction is specific in its requirements about the content of both general education and professional education; therefore, prospective teacher education candidates should work closely with an adviser from the outset of their studies at the university. Completion of Department of Public Instruction requirements for licensure may take longer than four academic years.


Instructional Media Minor (Note: This minor currently is not available.)

(All colleges) 27 credits: EDM 275, 301, 319, 335, 340, 341, 402, 403, 433 and 461. This minor is designed for persons preparing for positions in school library media centers and many public and other libraries. EDM 275 can be waived if CS 101 or CS 224 is taken.



CURRICULUM AND INSTRUCTION (CI)


+ next to a course number indicate a GENERAL EDUCATION course


CI  110  Cr.1

Tutoring Principles and Practice

Practical experience in tutoring area school students prior to, during, or after school sessions as arranged in cooperation with campus and approved community agencies. Repeatable for credit - maximum 2.  Pass/Fail grading. Offered Occasionally.


CI 381/581  Cr.1

Environmental Education Methods

This course is designed to develop an understanding of curricula, instructional methods and materials and evaluation techniques for K-12 level environmental education based upon educational research, contemporary practices and Wisconsin Department of Public Instruction recommended goals and expectations. Prerequisite: GEO 200 and completion of CI 302 or CI 305 or declared environmental studies minor.   Offered Fall, Spring.


CI 461/661  Cr.3

Leadership for Elementary/Middle Science Education

Designed to augment a basic understanding of science curriculum development, teaching practices, resources, management, and assessment procedures. Special emphasis will be given to controversial issues in science, nature of scientific knowledge, laboratory safety, long range planning and goal setting procedures, funding for operating an inquiry science program, and special programs to enhance and extend classroom science experiences for students. Prerequisite: CI 435 or EDS 421 or prior elementary/ middle level classroom teaching experience. May be taken concurrently with CI 435 when a minimum of 20 science course credits has been successfully completed.  Offered Fall.


CI 470/670  Cr.1 - 3

Symposium in Education

Studies in education of interest to specific groups. Varying topics will be offered at intervals with a specific title assigned to each. Prerequisite: junior standing and admission to teacher education. Departmental option for Pass/Fail grading. Repeatable for credit — maximum 6.   Offered Fall, Winter, Spring, Summer.


CI 495/695  Cr.1 - 3

Supervision of Student Teaching

Designed especially for supervising teachers having student teachers or teacher interns under their direction, and for other teachers interested in preparing for teacher supervising responsibilities. Emphasis on objectives of student teaching, orientation and induction, roles and responsibilities of personnel, instructional planning and implementation, process of supervision and post-instructional conferencing. Prerequisite: certification for teaching, a baccalaureate degree, and teaching experience. Repeatable for credit — maximum 3.   Offered Occasionally.


CI/EFN  499  Cr.1 - 6

Individual Study

Reading and research in an area of student interest in education under the direction of an education instructor. Open to elementary and secondary education students with excellent records. (Not open to students concurrently enrolled in EFN 499.) (Cross-listed with CI/EFN; may earn 6 credits total in CI and EFN 499.) Prerequisite: junior standing.  Offered Fall, Winter, Spring, Summer.



EARLY CHILDHOOD EDUCATION (ECE)


+ next to a course number indicate a GENERAL EDUCATION course


ECE  212  Cr.3

Child Growth and Development for Early Childhood-Middle Childhood Educators

A study of the development of children from birth through age thirteen (early adolescence) with a focus on birth through age eleven. Cognitive, social-emotional, physical and language development are emphasized. Factors that enhance or inhibit development (including diverse family structures, cultural variance, and linguistic diversity) are also studied. ECE 212 is required for admission into the Early Childhood – Middle Childhood program. Prerequisite: Declared education (EC-MC) major; 12 earned credits.  Offered Fall, Spring.


ECE  213  Cr.3

Introduction to Early Childhood Education

An introduction to the early childhood education profession and programs that provide care and education for young children (birth through age eight) and their families. The course will examine historical and theoretical influences on early childhood programs, the roles and responsibilities of early childhood professionals, and the effects of early childhood education on children's development and learning. An overview of developmentally appropriate practice will focus on the teacher as decision maker, multiple sources of knowledge that inform practice, designing positive learning environments, and collaborative relationships with families and colleagues. Course includes a field experience with young children in early childhood programs. Prerequisite: ECE 212 or concurrent enrollment.  Offered Fall, Spring.


ECE  316  Cr.3

Early Childhood Care and Program Administration

This course emphasizes the study of the administration and organization of early childhood programs including: program and staff development, supervision and evaluation of program and staff, financial management of a program, accreditation and licensing regulations, advisory groups, community agencies, and the use of community resources. Prerequisite: ECE 212; ECE 213.  Offered Fall, Spring.


ECE  324  Cr.3

Early Childhood Education: Curriculum and Assessment for Infant/Toddler through Preschool

An overview of preschool programs serving children from birth through five years of age, including the study of developmentally appropriate practices and integrated curriculum development. The course will also focus on adapting instructional materials and planning appropriate experiences for young children with disabilities. The affective nature of young learners will be examined and used as a foundation for anti-bias curriculum. Instructional activities will be planned and implemented with infant through preschool children. Prerequisite: ECE 212; ECE 213; junior standing.  Offered Fall, Spring.


ECE  326  Cr.3

Early Childhood Education: Curriculum and Assessment for Kindergarten

A study of curriculum content, instructional strategies and materials in kindergarten programs. The focus is on developmentally appropriate curriculum which integrates social studies, science, literacy, mathematics and the arts. Issues in kindergarten education will be examined. Prerequisite: ECE 212, ECE 213; to be taken concurrently with ECE 327 and ECE 490; admission to teacher education.  Offered Fall, Spring.


ECE  327  Cr.1

Field Experience: Kindergarten

A field experience involving observation, participation, and instruction in kindergarten settings. Students become acquainted with curriculum content, instructional strategies and classroom management techniques currently used in kindergarten classrooms. Prerequisite: ECE 212, ECE 213; to be taken concurrently with ECE 326 and ECE 490; admission to teacher education. Pass/Fail grading. Offered Fall, Spring.


ECE 380/580  Cr.1 - 3

Developing Creative Activities for Young Children

This course is designed to assist preservice and in-service teachers in the development of creative thinking challenges and activities for use with children in prekindergarten through third grade. Theories of creativity and multiple intelligences will be examined and used as the foundation for lesson designs. Repeatable for credit — maximum 6. Prerequisite: PSY 370 or teaching experience; junior standing.  Offered Fall, Spring.


ECE  400  Cr.2 - 4

Student Teaching: Early Childhood

Under the direction of a university supervisor and in cooperation with an approved teacher, the student will engage in a half-time professional experience in a selected early childhood setting for eight weeks. Prerequisite: completion of requirements in education, 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; passing scores on Praxis II test. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.


ECE  401  Cr.4 - 8

Student Teaching: Kindergarten

Under the direction of a university supervisor and in cooperation with an approved teacher, the student will engage in a full-time professional experience in a selected kindergarten classroom for eight weeks. Prerequisite: completion of requirements in education, 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; passing score on Praxis II test. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.


ECE  425  Cr.4

ECE Field Experience: Infant/Toddler through Preschool

Under the direction of a university supervisor and in cooperation with an approved teacher, the student will engage in a half-time professional experience in a selected early childhood, infant/toddler through preschool setting for eight weeks. Candidates will develop their professionalism, guidance techniques and conflict resolution skills. Candidates will also develop and implement activities and lessons including units of instruction as well as building and maintaining the environment for a designated developmental range. Prerequisite: ECE 212, ECE 213, ECE 324, EDS 402, EDS 412 and EDS 413; concurrent enrollment in ECE 326, ECE 327 and ECE 490; junior standing. Pass/Fail grading. Offered Fall, Spring.


ECE  430  Cr.4

Creative Experience for Children: Art, Drama, Music, and Movement

This course is designed to develop a philosophy of education which places emphasis on creativity and on the integration of art, music and drama experiences into the curriculum. Students will explore the classroom teacher's role in supporting the development of creativity through arts integration across the early childhood and primary curricular areas. Students will plan and implement art, music and drama activities appropriate for use with pre-kindergarten through primary-age children. Prerequisite: ECE 212, ECE 213; ECE 324 or ECE 326; admission to teacher education; junior standing.  Offered Fall, Spring.


ECE  440  Cr.3

Language and Literacy Development of Young Children

An examination of language and literacy development of young children from birth through kindergarten. Topics of study are the development of receptive and expressive language skills, listening comprehension, awareness of print, emergent writing, and early reading. Supporting families as children's first teachers, appropriate experiences at home and in childcare settings, and family literacy programs will be studied. This course will develop the ability to plan and implement a comprehensive literacy program for young children, including developmentally appropriate assessments for young children. The course will also address developmentally appropriate instructional strategies for young children who struggle with beginning literacy concepts and skills. Prerequisite: ECE 212, ECE 213, EDS 308; admission to teacher education; junior standing.  Offered Fall, Spring.


ECE 490/590  Cr.2

Seminar: Relationships with Children, Families and Professionals

A seminar course focusing on the teacher as decision maker and the use of multiple sources of knowledge in professional practice; knowledge of child development and learning, knowledge of individual children, and knowledge of social and cultural contexts. Course topics include reciprocal relationships with families and professionals, individual variations in development and learning, observation and assessment strategies, theories and approaches to guidance, and promoting family and community involvement. Prerequisite: ECE 324; to be taken concurrently with ECE 326, ECE 327 and ECE 425; junior standing.  Offered Fall, Spring.



EDUCATIONAL FOUNDATIONS (EFN)


+ next to a course number indicate a GENERAL EDUCATION course


EFN  200  Cr.1

Cooperatives

A study of the history and development of cooperatives, a form of business organization voluntarily owned and controlled by member patrons on a nonprofit or cost basis. The social, political and economic aspects of cooperatives constitute the basis for the course. Note: This course is a statutory requirement for all social studies majors and minors (except psychology minors) in the 1-9 or 6-12 teacher certification programs. May not count in major or minor.   Offered Spring, Summer.


+EFN  205  Cr.3

Understanding Human Differences (ES)

The course will focus on human differences and the factors which influence these differences, specifically group identifications. It will explore the interaction between misperceptions and ethnocentric perspectives which foster the development of prejudicial attitudes. It will explain the effect of prejudicial attitudes on expectations for 'different' others (stereotyping) and on behavior toward those others (discrimination). It will examine diverse groups in our society and how membership in one or more of these groups affects one's sense of identity and one's opportunities.   Offered Fall, Winter, Spring.


EFN  207  Cr.1

Resolving Diversity Issues Through Experiential Drama

An interactive experience involving drama and dialogue to address cultural conflict, racial ethnic and other diversity issues. Students research topics to gain background information. Short scenarios are developed and presented to UW-L classes and on-campus organizations as requested, as well as off-campus social agencies, school groups, businesses, etc. Repeatable for credit - maximum 3.   Offered Fall, Spring.


EFN  222  Cr.2

Introduction to Choice Theory: Problem Solving Strategies

Examines major concepts from William Glasser's Choice Theory focusing on how they can be applied to promote responsible behavior and create successful living and learning experiences. Emphasis is on understanding basic needs, developing strategies for working with diverse students, learning a variety of approaches for problem solving, and developing specific skills for applying Choice Theory in interpersonal and small group interactions and in conducting group meetings. Prerequisite: Sophomore standing; open to resident assistants and desk managers only.  Offered Occasionally.


EFN 424/524  Cr.3

Theory and Practice of Cooperative Learning

Based on theories of cooperative learning, the course examines practices and strategies which promote student learning and create positive classroom environments. Focus will be on the teacher's role in academic and social interactions. Total class involvement and small groups will be explored as the primary delivery systems for integrating a cooperative learning model. Prerequisite: CI 302 or CI 305 or teacher certification; junior standing. Not open to students with credit in EFN 726.  Offered Occasionally.


EFN 475/575  Cr.1 - 3

Special Topics Seminar in Education

Special topics in education not covered by current education courses taught in the department. The particular topic selected to be determined by the department according to the current need and interest.  Repeatable for credit - maximum 6. Prerequisite: admission to teacher education, or certifiability as a teacher, or consent of the department chair; junior standing.  Offered Fall, Winter, Spring, Summer.


EFN 486/586  Cr.1 - 3

Multicultural Education

The course will examine multicultural education as a reform effort for pre K-12 schools and the rationale for advocating it. Alternative approaches for implementing multicultural education will be discussed with emphasis on curriculum. Classroom activities to assist students in understanding and appreciating human differences will be presented and evaluated. Prerequisite: EFN 205; junior standing.  Offered Occasionally.


EFN/CI  499  Cr.1 - 6

Individual Study

Reading and research in an area of student interest in education under the direction of an education instructor. Open to elementary and secondary education students with excellent records. (Not open to students concurrently enrolled in EFN 499.) (Cross-listed with CI/EFN; may earn 6 credits total in CI and EFN 499.)   Offered Fall, Winter, Spring, Summer.



EDUCATIONAL MEDIA (EDM)


+ next to a course number indicate a GENERAL EDUCATION course


EDM/ENG 340/540  Cr.3

Children's Literature

A basic course in literature for children of the primary grades through middle school. Special emphasis is given to picture books, easy books, storybooks, informational materials, folklore and poetry. Modern trends in the literature for this age level are highlighted. A short unit on censorship is included. No print material is used selectively. (Not open for credit in the English minor except for elementary/middle education minors.) Prerequisite: three credits in 200-level English courses and junior or senior standing. (Cross-listed with EDM/ENG; may only earn credit in one department.)  Offered Occasionally.


EDM/ENG 341/541  Cr.3

Adolescent Literature

Survey of literature suitable for reading by adolescent boys and girls. The course is designed primarily for middle/secondary education students. (Not open for credit in the English minor except for education minors.) Prerequisite: three credits in 200-level English courses and junior or senior standing. (Cross-listed with EDM/ENG; may only earn credit in one department.)  Offered Occasionally.


EDM  433  Cr.3

Administration of School Media Program

Problems in management of integrated school media programs (K-12). Includes the procedures, background, objectives, selection, utilization and administration of the various communications media as well as finance and evaluation standards of various services, and the teaching of library media skills. Prerequisite: EDM 301, EDM 402; EDM 335 or concurrent enrollment.  Offered Occasionally.



EDUCATIONAL STUDIES (EDS)


+ next to a course number indicate a GENERAL EDUCATION course


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 308/508  Cr.3

Foundation 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. Prerequisite: declared education major program; 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  311  Cr.3

Curriculum and Pedagogy for Early Childhood-Middle Childhood/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. Prerequisite: declared education major plan; 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. Prerequisite: declared education major plan; sophomore standing.  Offered Fall, Winter, Spring, Summer.


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, Spring.


EDS 402/502  Cr.2

Field Experience I - Early Childhood-Middle Childhood/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. Prerequisite: EDS 308, EDS 310, EDS 311; to be taken concurrently with EDS 412 and EDS 413; admission to teacher education program; junior standing.  Offered Fall, Spring.


EDS 412/512  Cr.5

Teaching Language & 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. This course includes a field experience in an elementary classroom, in which students will observe and teach literacy lessons. Prerequisite: EDS 308, EDS 310 and EDS 311; to be taken concurrently with EDS 402 and EDS 413; admission to teacher education program; junior standing.  Offered Fall, Spring.


EDS 413/513  Cr.3

Teaching Social Studies-Early Childhood-Middle Childhood/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. Prerequisite: EDS 308, EDS 310 and EDS 311; to be taken concurrently with EDS 402 and EDS 412; admission to teacher education program; junior standing.  Offered Fall, Spring.


EDS 421/521  Cr.3

Teaching General Science Methods-Early Childhood-Middle Childhood/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 teacher 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. Prerequisite: EDS 402; MTH 125 with a grade of C or better; to be take concurrently with EDS 422 and 445; admission to teacher education program; junior standing.  Offered Fall, Spring.


EDS 422/522  Cr.2

Teaching Mathematics Methods-Early Childhood-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. Slash course EDS 422/522. Prerequisite: EDS 402; grade of C or better in MTH 125 or MTH 135 and MTH 136 (both with a grade of C or better); to be taken concurrently with EDS 421/521 and EDS 445/545; admission to teacher education; junior standing.  Offered Fall, Spring.


EDS 445/545  Cr.2

Field Experience II - Early Childhood-Middle Childhood/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 Prerequisite: EDS 402; to be taken concurrently with EDS 421 and EDS 422; admission to teacher education program; junior standing.  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. Prerequisite: EDS 405; to be taken concurrently with EDS 451; admission to teacher education program; junior standing.  Offered Fall, Spring.


EDS 451/551  Cr.3

Contemporary Lit 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 students. Prerequisite: EDS 405; to be taken concurrently with EDS 450; admission to teacher education program; junior standing.  Offered Fall, Spring.


EDS  452  Cr.3

Teaching in Schools

This course is designed to prepare teacher candidates for full professional involvement in schools by being able to understand and implement current educational research and reform efforts in schools.  Building on the curriculum, instruction, and assessment models learned earlier in the program, teacher candidates will learn to function within professional learning communities to implement curriculum and educational reforms including integrated curriculum, responsive classrooms, effective classroom management, and family/community engagement.  Current educational reform agendas will be presented to prepare candidates for their work in schools.  Teacher candidates will learn the legal information that is applicable to their role as teachers and the organization and operation of schools and their role within them. Prerequisite: EDS 402.  Offered Fall, Spring, Summer.


EDS  463  Cr.3

Designing Instruction and Ongoing Assessment for Diverse Learners

This course addresses multiple critical skills for teaching candidates. The course will provide in-depth coverage of the Response to Intervention (RTI) model, and in particular how it relates to learners with special needs. Directly connected to the RTI content will be a focus on both formal and informal assessment strategies students may use for progress monitoring. The course will also cover differentiation techniques the students may apply based on their knowledge of student needs and progress. Prerequisite: SPE 401; admission to the Teacher Education Program; junior standing.  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. Prerequisite: admission to teacher education; to be taken concurrently with EDS 493 or EDS 494 or EDS 495.  Offered Fall, Spring.


EDS  493  Cr.3 - 15

Student Teaching: Early Childhood-Middle Childhood/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. May be repeated for credit in a subsequent semester for each additional licensure. Prerequisite: completion of requirements in education, including special methods courses; recommendation by the education program faculty; 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations, PRAXIS II. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.


EDS  494  Cr.3 - 15

Student Teaching: Early Adolescence-Adolescence/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. May be repeated for credit in a subsequent semester for each additional licensure. Prerequisite: 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. Satisfactory/Unsatisfactory 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. May be repeated for credit in a subsequent semester for each additional licensure. Prerequisite: 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. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.



READING (RDG)


+ next to a course number indicate a GENERAL EDUCATION course


RDG  105  Cr.2

Developmental Reading

A course designed to increase reading efficiency by emphasizing improvement in reading comprehension, rate, and vocabulary. Attention is also given to selected study skills including note taking, test taking, and listening. Enjoyment of reading is stressed. Textbook purchase required.   Offered Fall, Spring.


RDG 328/528  Cr.3

Reading in the Content Areas

This course is designed to help prospective and practicing secondary-level teachers guide students to more effectively comprehend assigned reading, use writing as a tool for learning, develop better study habits, and expand their reading interests. . Prerequisite: admission to teacher education; junior standing.  Offered Fall, Spring.


RDG 475/675  Cr.1 - 3

Special Topics Seminar in Reading Education

Special topics in reading not covered by current reading courses. The particular topic selected to be determined by current need and interest. Repeatable for credit — maximum 6. Prerequisite: RDG 324 or RDG 328; junior standing.  Offered Occasionally.



SPECIAL EDUCATION (SPE)


+ next to a course number indicate a GENERAL EDUCATION course


SPE  207  Cr.3

Teaching Students with Hearing Loss in Elementary Classrooms

Students will use American Sign Language to learn about instructing students with a hearing loss in the elementary school setting. The course focuses on providing service within special education parameters. Students will explore Deaf Culture, intricacies of instructing student who have a hearing loss, including appropriate instructional strategies, accommodations, modifications, and assistive technology. Prerequisite: sophomore standing.  Offered Fall, Spring, Summer.


SPE  214  Cr.3

Teaching Students with Hearing Loss in Intermediate/Middle Level Classrooms

Students will use American Sign Language to learn about instructing students with a hearing loss in the intermediate and middle school setting. The course focuses on providing service within special education parameters. Students will expand knowledge of Deaf Culture, intricacies of instructing intermediate and middle school level students who have a hearing loss, including appropriate instructional strategies, accommodations, modifications, and assistive technology. Prerequisite: SPE 207 or SPE 475 (Teaching and Learning American Sign Language).  Offered Fall, Spring, Summer.


SPE 401/501  Cr.3

Introduction to Exceptional Individuals

This course is a general survey of exceptional individuals (disabled and gifted) from birth to 21 years of age. It provides an introduction to special education including history, law, definitions and classification systems, characteristics, etiology, provision of services and educational interventions and procedures related to the various disabilities covered under the law. Prerequisite: Completion or concurrent enrollment in one of the following: ECE 327, EDS 351, EDS 402, SHE 310; admission to teacher education; junior standing.  Offered Fall, Spring, Summer.


SPE 424/524  Cr.3

Classroom Management and Positive Behavior Practices

This course is designed to provide intervention methods and strategies for classroom management as well as positive behavior intervention. The course provides theoretical foundations and practical applications for preventing behavior problems, and for intervening when problems occur. Prerequisite: SPE 401; admission to Special Education program or Adaptive Physical Education program; admission to graduate special education program for MSEd candidates; junior standing.  Offered Fall, Spring.


SPE 430/530  Cr.1

Seminar in Special Education

This course provides students, currently student teaching, to have directed discussions regarding issues that are occurring in the special education or inclusionary general classroom Students will meet on-campus to analyze and discuss their experiences with their peers. This course is designed for persons seeking initial teaching licensure in general education and cross-categorical special education. Prerequisite: Completion of all Special Education certification courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 483 or SPE 484. Pass/Fail grading. Offered Fall, Spring.


SPE 431/531  Cr.3

Language Development and Communication Disorders

This course is an introductory course to the stages of normal language development from infancy through later adolescence including the language factors (phonology, morphology, syntax, semantics, pragmatics) in receptive and expressive language. The course also focuses on the specific language characteristics and problems of students with disabilities and the impact on language-based academics. Prerequisite:  junior standing.  Offered Fall.


SPE 440/540  Cr.3

Collaboration and Transition: From School to Community

This course is designed to prepare teachers to collaborate and problem-solve as members of educational teams composed of professionals, agency representatives, and parents. This course focuses on the development of transition plans for adolescents with specific learning disabilities, emotional/behavioral disabilities, and cognitive disabilities; and the plan's impact on educational curriculum and instructional practices, career development and placement practices. Responsibilities of the teacher as a collaborative team member will be covered. Prerequisite:  junior standing.  Offered Spring.


SPE 446/546  Cr.3

Methods in Cross-Categorical Special Education-Middle Childhood/Early Adolescence

This course focuses on curriculum, methods and strategies used in educating students with disabilities (Emotional/Behavioral Disabilities, Specific Learning Disabilities, and Cognitive Disabilities) at the middle childhood/early adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction appropriate for students at the middle childhood/early adolescence age level. Prerequisite: SPE 401; admission to SPE program; junior standing.  Offered Spring.


SPE 447/547  Cr.3

Methods in Cross-Categorical Special Education-Early Adolescence/Adolescence

This course focuses on curriculum, methods and strategies used in educating students with disabilities (Emotional/Behavioral Disabilities, Specific Learning Disabilities, and Cognitive Disabilities) at the early adolescence/adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction appropriate for students at the early adolescence/adolescence age level. Prerequisite: SPE 401; admission to SPE program; junior standing.  Offered Spring.


SPE 452/552  Cr.3

Individual Educational Assessment

This course addresses educational assessment as it relates to the needs of students with specific learning disabilities, emotional/behavioral disabilities, and cognitive disabilities in the context of educational needs. Specific approaches for the evaluation of special education eligibility, teaching and instruction, and monitoring student progress are discussed, including norm-referenced tests, curriculum-based assessment, ecological assessment, and observational technique. Prerequisite: SPE 401; admission to SPE program; junior standing.  Offered Fall.


SPE 461/561  Cr.1

Clinical in Special Education

This course is a field experience for students seeking special education licensure. Students are placed in a public school special education or inclusionary general education classroom setting in which they will experience daily activities with children identified with disabilities including specific learning, emotional/behavior, and cognitive disabilities and become familiar with special education teacher responsibilities. This experience consists of a partial-day classroom experience in school setting under the direct supervision of a teacher certified to teach students with mild disabilities at the middle childhood/early adolescence or early adolescence/adolescence age level. This experience provides a setting in which students are to develop observation and small group teaching experiences. This course is designed for persons seeking initial teaching licensure in general classroom instruction and cross-categorical special education. Prerequisite: SPE 401; admission to SPE program; junior standing. Pass/Fail grading. Offered Fall, Spring.


SPE 475/575  Cr.1 - 3

Special Topics Seminar in Special Education

This course is designed to allow students to explore current topics, trends, and issues in the field of special education. Topic(s) to be studied are selected by the instructor based on interest and need. Repeatable for credit — maximum 6. (Maximum 3 credits applicable to master's degree). Prerequisite: junior standing.  Offered Occasionally.


SPE 483/583  Cr.11

Student Teaching: Cross-Categorical Special Education: Middle Childhood/Early Adolescence

This student teaching experience is a full-day (18-week) experience in a public school special education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (Specific Learning Disabilities, Emotional/Behavioral Disabilities, and/or Cognitive Disabilities) at the middle childhood/early adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified teacher and a university supervisor. This course is designed for persons seeking initial licensure. Prerequisite: Completion of special ed certification courses, requirements in education, recommendation by education faculty, 2.75 Cum, major and minor GPAs, passing Praxis II content scores in appropriate discipline. Concurrent enrollment in SPE 430. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.


SPE 484/584  Cr.11

Student Teaching: Cross-Categorical Special Education: Early Adolescence/Adolescence

This student teaching experience is a full-day (18-week) experience in a public school special education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (Specific Learning Disabilities, Emotional/Behavioral Disabilities, and/or Cognitive Disabilities) at the early Adolescence/Adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified teacher and a university supervisor. This course is designed for persons seeking initial licensure. Prerequisite: Completion of special ed certification courses, requirements in education, recommendation by education faculty, 2.75 Cum, major and minor GPAs, passing Praxis II content scores in appropriate discipline. Concurrent enrollment in SPE 430. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.


SPE  499  Cr.1 - 3

Individual Study

Reading and research in an area of student interest under the direction of an education instructor. Open to elementary and secondary education students with excellent records. Admission by consent of instructor, adviser and department chair. Repeatable for credit — maximum 3.   Offered Occasionally.