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EDUCATION — CURRICULUM AND INSTRUCTION (C-I)

 

C-I       302/502           Cr. 1

Level II Clinical

Experience — Elementary

A clinical experience in which students become familiar with teaching resources that are available in schools, have opportunities to plan and to implement instruction using appropriate curriculum resources, and develop whole group and small group instructional strategies. Prerequisites: C-I 211 and admission to teacher education. May not be taken concurrently with any other clinical experience course. Pass/Fail grading.

 

C-I       304/504           Cr. 4

Understanding the Contexts of Classroom Practice

A general methods course which introduces the middle level/secondary teacher education student to a range of knowledge, skills, and dispositions regarding the context of classroom practice. Students will investigate current research on exemplary educational practice in the middle level and secondary school setting.  To be taken concurrently with C-I 305/505. Prerequisites: PSY 212, 370; EFN 210, 303 or 701; C-I 211; junior standing and admission to teacher education.

 

C-I       305/505           Cr. 1

Clinical Experience II: Professional Development in Middle Level and Secondary Schools

A developmental field experience in the student’s content area designed to build skills and understandings in the context of professional classroom practice. This course is designed to establish that the preservice teacher has the understandings and basic performance skills in the school setting to continue in the middle level/secondary program. To be taken concurrently with C-I 304/504. Pass/Fail grading.

 

C-I       306/506           Cr. 3

Choral Music in the

Junior/Senior High School

This course is designed to provide the students with the basic principles and techniques of choral preparation and performance in relation to public school choral ensembles. It deals specifically with vocal production in young voices, choral sound, repertoire, stylistic characteristics, and expressive elements. Prerequisite: admission to teacher education.

 

C-I       307/507           Cr. 3

General Music in the Junior/Senior High School

This course provides the students with a positive view of the realities of general music in relation to the youngsters themselves and to the musical and aesthetic learning possible at these age levels. Sufficient materials, methods and techniques are explored as to enable the beginning teacher to deal with adolescent musical skills and social behavior. The course should also help each student to formulate a philosophy of music education. Prerequisite: admission to teacher education.

 

C-I       308/508           Cr. 3

Instrumental Music in the Schools

A practicum in the structure, supervision, and administration of school instrumental music programs. Emphasis placed upon elementary band techniques, junior/senior high school band/ orchestra rehearsal procedures, and organization and conducting. Prerequisites: completion of eight hours of techniques classes and conducting and admission to teacher education.

 

C-I       312/512           Cr. 3

Methods in Art: Secondary

Art methods and materials for junior and senior high schools. Prerequisite: C-I 304/504 or concurrent enrollment. Offered Sem. I.

 

C-I       334/534           Cr. 3

Curriculum and Methods in the Language Arts

This course is designed to provide preservice teachers with a basic understanding of curriculum, instructional methods and materials, and evaluation approaches in an integrated language arts program for elementary-aged children. Prerequisites: EFN 210, C-I 211, junior standing, and admission to teacher education.

 

C-I       335/535           Cr. 3

Curriculum and Methods in Elementary/Middle Science

Designed to develop an understanding of curriculum, instructional methods and materials, and evaluation techniques for elementary and middle level science based upon educational research, contemporary practice, and national and state educational agencies’ recommended goals and expectations for science education. The nature of science as a discipline and the scope and sequence of appropriate content for each grade level are presented. Prerequisites: C-I 302/502 and admission to teacher education.

 

C-I       336/536                       Cr. 3

Curriculum and Methods in the Social Studies

This course is designed to develop a basic understanding of curriculum content, instructional methods and materials, and techniques of evaluation based upon educational research and practice in the social studies for children in the elementary/middle levels. Prerequisites: C-I 302/502 and admission to teacher education.

 

C-I       448/548           Cr. 1

Course Construction Using the Wisconsin Instructional Design System (WIDS I)

An introduction to performance-based instruction utilizing the Wisconsin Instructional Design System (WIDS). Students will become proficient in identifying performance expectations for learners, developing performance assessment strategies and designing learning activities. Participants will construct a course outcome summary and a learning plan for a course of study. Not repeatable for credit.

 

C-I       449/549           Cr. 1

Course Construction Using the Wisconsin Instructional Design System (WIDS II)

A follow-up to performance-based instruction using the Wisconsin Instructional Design System. Students will become proficient in developing performance assessment strategies, designing learning activities, and embedding standards in the curriculum. Participants will construct a learning plan and a scoring guide for a course of study. Prerequisite: C-I 448/548.

 

C-I       354/554           Cr. 3

Curriculum and Methods in Mathematics

This course is designed to provide preservice teachers with basic understanding of curriculum content, instructional methods and materials, and evaluation procedures in mathematics programs for children prekindergarten through middle school. Prerequisites: EFN 210, C-I 211, MTH 125, junior standing and admission to teacher education.

 

C-I       560      Cr. 1-2

Washburn Academy: Selected Topics

Study of a selected topic in science, mathematics, humanities, and the use of technology in education to improve the topic- related competency of classroom teachers and the acquisition of classroom techniques and applications. Open only to teachers who have been selected to participate in the Washburn Academy, an inservice program sponsored and conducted through joint efforts of  CESA-4 and UW-L with the support of grants and the business community. Repeatable for credit — maximum 4 credits. A maximum of 4 credits apply to a graduate degree. Departmental option for Pass/Fail grading.

 

C-I       364/564           Cr. 3

Methods in Mathematics and Computer Science

Objectives, activities, materials, instructional strategies and field work in mathematics/ computer science at the secondary school level. Prerequisite: C-I 304/504 or concurrent enrollment. Offered Sem. I.

 

C-I       365/565           Cr. 1-3

Using Manipulatives to Teach Mathematics

A study of materials used for mathematics instruction. Focus will be on developing understanding of mathematical concepts and procedures through the use of manipu-latives, calculators; computer programs, and other commercial and teacher made materials. Research base for instructional strategies, classroom organization and evaluation will be discussed. Prerequisite: C-I 354/554 or C-I 364/564 or teacher certification. Repeatable for credit — maximum 6.

 

C-I       367/567           Cr. 3

Teaching a Second Language

Theory, techniques, and practicum in problems of second language learning including English as a second language. Emphasis will be placed on demonstration and participation in a foreign language class or with a group of non-English speakers. Prerequisite: C-I 304/504 or 334/534. Offered Sem. I.

 

C-I       570      Cr. 1-3

Assessment Alternatives

Courses will explore current professional recommendations for assessment and alternative formal and informal classroom assessment strategies. Participants will examine current assessment techniques, record keeping, and reporting systems. Prerequisites: teacher certification or one methods course and one educational psychology course. Repeatable for credit — maximum 6.

 

C-I       371/571           Cr. 3

Methods and Materials in Elementary School Music

A study of the philosophy, structure, and content of music education in the elementary school curriculum. Emphasis is given to observation, analysis, and teaching in an elementary classroom four hours per week in the La Crosse area. Students will learn techniques of teaching and become familiar with materials for teaching basic concepts and skills necessary to quality music education. Prerequisites: MUS 335 and admission to teacher education.

 

C-I       374/574           Cr. 3

Teaching the Fine Arts

This course is designed to develop a basic understanding of an integrated fine arts program and to examine its relationship to the development of creativity. Art, music, drama and creative writing will be the areas of emphasis. Divergent learning and teaching styles will be examined and will be used as the foundations for unit and lesson plan development. Prerequisite: C-I 211.

 

C-I       376/576           Cr. 2

Music in Early Childhood Education

A study of the philosophy of music education in early childhood education. Emphasis will be given to the study of vocal development, listening and movement activity and the use of classroom instruments, with practical application in off-campus early childhood situations. Prerequisite: MUS 231.

 

C-I       381/581           Cr. 1

Environmental Education Methods

This course is designed to develop an under-standing 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. Prerequisites: GEO 200 and completion of C-I 502 or C-I 505.

 

C-I       382/582           Cr. 1

Creative Problem Solving

Creative problem solving emphasizes a five-step process plus the use of the skill of oral brainstorming. Creativity potential of individuals is explored and the five steps are experienced in practice sessions. Adaptation of the process for classroom teaching is emphasized.

 

C-I       485/585           Cr. 1-3

Environmental Education Update

This course is designed especially for the experienced school teacher. Content emphasis will include background knowledge on current local and global environmental issues; state, national and global goals and expectations; a review of teaching practices; and teaching aids and resources including simulation software and Internet. Selected certification or other programs for environmental education such as Project Wild, Project Learning Tree, Project Wet, and Nature Center programs may be implemented with grade appropriate infusion teaching plans developed. Prerequisites: C-I 381/581 or classroom teaching experience. Repeatable for credit — maximum 6. Departmental option for Pass/Fail grading.

 

C-I       590      Cr. 3

Teaching Thinking Skills: Theory Into Practice

Learn practical and relevant techniques to foster and develop student thinking at higher levels. The course examines strategies for teaching inductive reasoning, problem solving, critical thinking, analysis and synthesis skills, pattern recognition, and inquiry skills. The course explores the use of multiple intelligences and learning style theories to promote higher level thinking and motivation to learn.

 

C-I       405/605           Cr. 3

Methods in English Education

A study of methods, materials and evaluation techniques that are shown by current research and practice in English education to be effective with middle and secondary level students. Emphasis is given to the knowledge and skills necessary to create a developmentally appropriate, positive learning environment. The course will include approaches to teaching critical thinking skills using a variety of activities and teacher modeling. Prerequisite: C-I 304/504 or concurrent enrollment. Offered Sem. II.

 

C-I       406/606           Cr. 1-2

Teaching Basic Writing Skills

A developmental approach to teaching basic writing skills at the middle/junior and the senior high school levels. The course will examine philosophies, conceptual frameworks, and techniques in teaching writing. Special emphasis will be given to the concept of writing across curricular subject matter areas. Prerequisite: teaching experience.

 

C-I       407/607           Cr. 1

Uses of Computers and Software in Middle and Secondary School Writing

Designed to acquaint the middle/junior or senior high school teacher with methods for the improvement of student writing through the use of appropriate authoring and word processing programs. Emphasis will be upon the development of instructional techniques for the improvement of writing across subject matter areas. Prerequisites: teaching experience and keyboard skill.

 

C-I       408/608           Cr. 3

Methods in History and Social Studies

A course using citizenship education in a democracy to demonstrate a multidisciplinary approach to teaching methods, curriculum materials and evaluation techniques. Course topics include: living history, global studies, law-related education and economic literacy in the social studies. There is an emphasis on the use of critical thinking skills to create a challenging learning environment unique to the needs and interests of middle and secondary level students. Prerequisite: C-I 304/504 or concurrent enrollment.

 

C-I       410/610           Cr. 2

Curriculum Development in Health Education

This continuation of the skills and concepts essential to effective development of comprehensive school health education curriculum will consider the span of health education curricular planning from assessment of needs to implementation design. This writing emphasis course will concentrate on the skills necessary to design and implement assessment tools, report their findings, and construct curricular plans based upon their findings. This course is to be taken concurrently with C-I 412/612, 415/615 and, if a health major, C-I 402. Prerequisites: HED 310 and ESS 201 or current First Aid and CPR certification.

 

C-I       412/612           Cr. 3

Instructional Techniques in Health Education

This course is designed to have students practice effective teaching techniques and utilize approved instructional methods and materials in teaching health education. Attention is given to the nature of “wholistic” teaching, including classroom management. This course is to be taken concurrently with C-I 410/610, 415/615 and, if a health major, C-I 402, and during the semester preceding student teaching. Prerequisites: HED 310 and ESS 201 or current First Aid and CPR certification.

 

C-I       415/615           Cr. 1

Philosophical Foundations of Health Education

Philosophy of health and health education and the role of health education in education. This course is to be taken concurrently with C-I 410/610 and 412/612 and, if a health major, C-I 402, and during the semester preceding student teaching. Prerequisites: HED 210 and admission to teacher education.

 

C-I       420/620           Cr. 3

Computers in Education

A survey of instructional uses of computers in education. Students learn to make use of microcomputers as a support for the learning process. Course topics include interactive instruction, testing, and simulation.

 

C-I/EFN          630                  Cr. 1-3

Understanding Diverse Learners

This course focuses on the needs of diverse learners and the implications for effective instructional strategies. Diversity is represented by, but not limited to, dif-ferences of race, gender, culture, age, and socioeconomic status. Prerequisite: teacher certification or C-I 502 or 505. Repeatable for credit —maximum 6. (Cross-listed with EFN; may earn only 6 credits total in C-I and EFN.)

 

C-I       440/640           Cr. 3

Education of the Gifted and Talented

This course is an overview of education for gifted, talented and creative students (preK-12). Emphasis will be placed upon definitions, characteristics, problems, identification procedures, and programming. Strategies for teaching in the classroom will be examined. Prerequisite: C-I 302/502 or 305/505 or teacher certification.

 

C-I       442/642           Cr. 1-3

Issues and Trends in Elementary Mathematics Instruction

This course focuses on recent trends in elementary mathematics instruction. The examination and evaluation of current teaching materials and equipment, the implementation of these materials and current teaching strategies, will be the major components of this course. Prerequisite: C-I 354/554. Repeatable for credit — maximum 6.

 

C-I       443/643           Cr. 2

Issues and Trends in Science Education

Designed to provide elementary teachers with conceptual bases for developing and implementing an inquiry science curriculum. Participants will examine relevant literature, participate in demonstrated inquiry methods, and assess current curriculum materials and classroom practices in science education programs. Prerequisite: classroom teaching experience.

 

C-I       445/645           Cr. 2

Refining Teaching Skills/ Level III Clinical Experience

A culminating clinical experience prior to student teaching. Students will refine their skills of planning, implementing and evaluating instruction. Through self-evaluation, teacher evaluation and teacher-student conferences, students will determine how to improve their teaching skills. Prerequisites: C-I 302/502 and RDG 432/632 or RDG 710, may be taken concurrently with RDG 432/632 or 710. Pass/Fail grading.

 

C-I       450/650           Cr. 1

Clinical Experience III:

Professional Development in Middle Level and Secondary Schools

A developmental field experience in the student’s content area, designed to refine skills and understanding of the executive, organizational, and interactive functions of teaching. The goal of this course is to establish that preservice teachers are ready to successfully enter student teaching. Prerequisite: C-I 305/505 and completion of or concurrent enrollment in a special methods course and RDG 432/632 or 710. Pass/Fail grading.

 

C-I       460/660           Cr. 2

Integrated Curriculum: Theory into Practice

Designed to develop an understanding of the historical and theoretical foundations of integrated curriculum. The focus of the course is on the application of these understandings to classroom practice through the evaluation, selection, and use of appropriate curriculum models, methods of planning, grouping patterns, and instructional and assessment strategies. Prerequisites: C-I 302/502 or 305/505 or teacher certification.

 

C-I       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. Prerequisites: C-I 335/535 or prior elementary/middle level classroom teaching experience. May be taken concurrently with C-I 335/535 when a minimum of 20 science course credits have been successfully completed. Offered Sem. I.

 

C-I       469/669           Cr. 3

Methods in Science

An examination of the curriculum content, instructional strategies and resources, and techniques of evaluation in science education that are supported by research and the effective practice of middle and secondary school teachers. The topics covered will promote an awareness of the essential role of the teacher in creating and sustaining a learning environment which meets the needs and interests of middle and secondary students. Emphasis will be placed upon the relationship of science, technology and society, critical thinking and inquiry techniques, safety and liability concerns, and current trends and issues in science education. Prerequisites: C-I 304/504 or concurrent enrollment. Offered Sem. II.

 

C-I       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. Prerequisites: junior standing and admission to teacher education. Repeatable for credit — maximum 6. Department option for Pass/Fail grading.

 

C-I/C-S           480/680           Cr. 3

Survey of Computer Assisted Instructional Systems

A survey of current trends in Computer Assisted Instruction (CAI). It covers the development of instructional and curriculum materials suitable for computer applications and involves the use of a current authoring software package. Prerequisite: C-S 224 or C-I 420/620. (Cross-listed with C-S; may only earn credit in C-I or C-S.)

 

C-I       483/683           Cr. 1

Issues in Early Childhood Education

Designed to discuss trends and issues in early childhood education. Utilizing selected programs from the “Footsteps” series of videotapes, participants will discuss competencies needed by teachers in helping children develop positive self concepts and social competence. Attention will be given to providing learning experiences that are based upon the individual needs, interests and capabilities of young children. Participants will investigate the impact which family relationships and changes in family structure have upon the optimal growth and development of young children. Prerequisites: C-I 325/525 and junior standing. This course will not apply toward requirements for initial certification in early childhood education at UW-La Crosse.

 

C-I       487/687           Cr. 1-3

Elementary Science Update

This course is designed especially for the experienced elementary school teacher. Emphasis will be upon planning, developing and using science instructional materials. Selected topics in life, physical and earth science will be reviewed as a basis for curriculum planning. Prerequisite: classroom teaching experience. Not repeatable for credit.

 

C-I       488/688           Cr. 2

Questioning Strategies for Higher Level Thinking and Learning

Designed to help K-12 classroom teachers develop effective and efficient questioning strategies that will encourage students to be reflective and active learners and thinkers. Various theories of questioning will be discussed and practically applied. Methods will be examined for using questioning skills in the classroom. Prerequisite: admission to teacher education.

 

C-I       489/689           Cr. 3

Effective Motivation and Teaching Behaviors

Research on effective instruction and teaching practices will be reviewed and analyzed. New techniques of instruction (suggestopedia) will be introduced. Research proven and new practices of teaching and motivation will be practiced in the classroom setting.

 

C-I       491/691           Cr. 2

Aerospace Education

Introduction to materials and methods of incor-porating aerospace subjects into the classroom curriculum. Activities and projects are adaptable to all grade levels, 9-12, and are particularly relevant in today’s classroom.

 

C-I       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. Prerequisites: certification for teaching, a baccalaureate degree, and teaching experience. Repeatable for credit — maximum 3.

 

C-I/HED         702      Cr. 1-3

Health Issues and Resources for Teachers and Other School Professionals

Current health issues and available community resources will be addressed. Representatives from community agencies and the facilitating faculty will clarify the meaning of specific health issues related to the school setting, along with various ways to address them through available agency resources. (Cross-listed with HED; may only earn credit in C-I or HED.)

 

C-I       710      Cr. 3

Seminar in Middle School Interdisciplinary Teams

The course is designed to help teachers, administrators and other personnel understand the role of teaming in the middle school philosophy, team development, team function, and team effects on delivery of instruction, student development and school organization. Matters of curriculum, program evaluation, student assessment and political dynamics will be included. Prerequisite: EFN 660 or teaching certification.

 

C-I/EFN          715      Cr. 1-3

Issues and Trends in Education

Current critical issues in education on the state, national and international levels. Repeatable for credit — maximum 6. (Cross-listed with EFN; may only earn 6 credits total in C-I and EFN.)

 

C-I       736      Cr. 1-3

Individualized Instruction

A focus on needs, practices, and plans for implementing an individualized program of instruction in the public schools.

 

C-I       738      Cr. 3

Curriculum in the Middle Level/ Secondary Schools

Focuses on the historical, political, sociological, and philosophical foundations of curriculum planning and the construction, implementation, and evaluation of middle level/secondary school curriculum. Emphasis on research-supported principles of curriculum development and application of these principles to promote authentic learning and support the concept of a learning community with multiple stakeholders. Prerequisite: teacher certification.

 

C-I       739      Cr. 3

Research and Practice in Improving Written Expression

Students will examine current research on the teaching of writing, as well as develop and share practical suggestions for improving students’ written expression. Prerequisite: teacher certification or experience.

 

C-I                   741      Cr. 3

Teaching Through Learning Channels

Teaching Through Learning Channels addresses the area of teaching effectiveness in the cognitive domain and focuses attention and skill training on the identification and use of student learning channel strengths; the analysis of curricula based on learning channels; and the development of alternative strategies to meet the needs of the heterogeneous classroom situation.

 

C-I       742      Cr. 3

Curriculum in the Elementary School

Historical, political, sociological and philo-sophical foundations of curriculum planning in elementary schools. Development and implementation of an elementary curriculum emphasizing authentic learning. Prerequisite: teaching experience.

 

 

C-I       743      Cr. 1-3

Seminar in Teaching Social Studies

An examination of current research and trends in the teaching of social studies with particular attention to techniques for improving instructional effectiveness. Prerequisite: teacher certification or C-I 336/536 or 408/608. Repeatable for credit — maximum 6.

 

C-I       744      Cr. 1-3

Seminar in Teaching Mathematics

Study of current research and trends in the teaching of mathematics including an in-depth investigation of selected topics or issues. Prerequisite: teacher certification or C-I 354/554 or 364/564. Repeatable for credit — maximum 6.

 

C-I       746      Cr. 1-3

Seminar in Teaching English Language Arts

This course will examine current research and trends in teaching English language arts. Participants will investigate in-depth a particular topic of their choice. Prerequisite: C-I 334/534 or 405/605 or teacher certification. Repeatable for credit — maximum 6.

 

C-I       747      Cr. 1-3

Seminar in Teaching Science

An examination of current trends in the teaching of science as reflected in the goals and expectations described by national and state agencies and in contemporary classroom practices. Participants will review and analyze research on problems in science teaching, evaluating science learning, and techniques for improving instructional effectiveness. Prerequisite: teacher certification or C-I 335/535 or a secondary science methods course. Repeatable for credit — maximum 6.

 

C-I       748      Cr. 1-3

Project T.E.A.C.H.

Topics in questioning and paraphrasing skills, positive support skills, problem solving skills, counseling techniques, non-confrontation strategies, group dynamics techniques, and discipline decision making. To help teachers improve communication with students, parents and others; overcome students’ resistances to learning, resolve discipline and learning problems, help students to motivate themselves, reduce disruptions, and exercise productive decision-making skills.

 

C-I       749      Cr. 1-3

Effective Communicationin the Classroom

Emphasis on theory and practice in teaching

individual and group activities to include listening, informative and persuasive speaking, small group processes, communication disorders and other related topics.

 

C-I/EFN/SOC 750      Cr. 1-3

Guided Learning

Study of a significant problem, development of a professionally-related competency, or acquisition of job-related knowledge through independent study on or off campus under the direction of a faculty member. On occasion, individuals may be formed into classes. Prerequisite: approval of adviser and consent of instructor. Repeatable for credit — maximum 15. (Cross-listed with EFN and SOC; may only earn 15 credits total in C-I, EFN, and SOC.)

 

C-I       751      Cr. 1-3

Teacher Inquiry: Assessing Classroom Practices

This course will assist experienced educators in focused efforts to improve classroom practices through disciplined inquiry. Participants will identify questions about their own teaching and/or their students’ learning, and conduct systematic investigations into those questions. Prerequisite: classroom teaching experience. Repeatable for credit — maximum 6.

 

C-I       752      Cr. 3

Principles and Problems of Curriculum Development

Theoretical frameworks for curriculum development. Principles and problems pertaining to four standard phases of curriculum construction: analysis, design, implementation, and evaluation. Emphasis is upon developing or revising existing school curriculum. Prerequisite: teaching experience. A graduate curriculum course is highly recommended.

 

C-I       756      Cr. 1

Mastery Teaching and Learning

A recent research report concluded that “the use of mastery learning strategies with elementary and secondary school students produces achievement results superior to those resulting from non-mastery instruction.” Based upon the belief that most students can master what is to be taught, the goal of this course is to provide teachers with knowledge and skills for mastery teaching.

 

C-I       758      Cr. 1

Direct Instruction

“Direct Instruction” has been shown to be a particularly effective teaching method for promoting higher achievement in the learning of basic education objectives by elementary and secondary students. Students will study the components of “direct instruction” and ways of applying them for greater instructional effectiveness.

 

C-I/EFN/RDG            761      Cr. 2

Seminar Paper

Completion of an acceptable seminar paper under the direction of an assigned staff member. Prerequisite: EFN 760 or concurrent enrollment. (Cross-listed with EFN and RDG; may only earn credit in C-I or EFN or RDG.)

 

C-I       770      Cr. 1-6

Practicum in Education

Designed to assist teachers as they seek methods and materials to upgrade their teaching skills. Emphasis will be on the implementation of various teaching techniques and will involve on-site supervision by the college instructor. Repeatable for credit — maximum 6.

 

C-I       780      Cr. 3

Administration and Organization of Public Education

Introduction to the study of educational administration with emphasis upon the nature of administrative theory and process. Study of behavior patterns and decision making process of successful administrators in various settings.

 

C-I/EDM/RDG          781      Cr. 3

Educational Supervision

Exploration of the nature and scope of responsibilities of areas in educational supervision. Special emphasis will be given to the improvement of instruction and curriculum development through the study

of interpersonal relations. (Cross-listed with EDM and RDG; may only earn credit in C-I or EDM or RDG.)

 

 

C-I/EFN/EDM/RDG/SOC    796   Cr. 1-2

Independent Study

Directed readings or presentation of material not available in formal departmental courses under the supervision of an assigned staff member. Repeatable for credit — maximum 4. (Cross-listed with EFN, EDM, RDG, and SOC; may only earn 4 credits total in C-I, EDM, EFN, RDG, and SOC.)

 

C-I/EFN          799      Cr. 1-6

Research: Master’s Thesis

Completion of an acceptable thesis under the direction of an assigned staff member. Prerequisite: EFN 760 or concurrent enrollment. (Cross-listed with EFN; may only earn credit in C-I or EFN.)


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