EDUCATIONAL STUDIES - CURRICULUM AND INSTRUCTION (C-I)
Course Descriptions
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. Prerequisite: 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. Prerequisite:
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. Offered
occasionally.
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.
Prerequisite: completion of eight hours of techniques classes
and conducting and admission to teacher education. Offered
occasionally.
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 children in kindergarten through middle school.
Prerequisite: EFN 210, C-I 211, junior standing, and admission
to teacher education.
C-I 435/535 Cr. 3
Curriculum and Methods in Middle Childhood/Early Adolescence
Science
This course is designed to develop an understanding of
curriculum, instructional methods and materials, and evaluation
techniques for middle childhood/early adolescence science and
environmental science based upon educational research,
contemporary practice, and national and state educational
standards’ 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. Prerequisite: GEO 200, C-I 302/502 and admission to
teacher education.
C-I 436/536 Cr. 3
Curriculum and Methods in Middle Childhood/Early Adolescence
Social Studies
This course is designed to develop an understanding of
curriculum content, instructional methods and materials, and
evaluation techniques for middle childhood/early adolescence
social studies based upon educational research, contemporary
practice, and national and state educational agencies’
recommended goals and expectations for social studies education.
Social studies disciplines and the scope and sequence of
appropriate content for each grade level are presented.
Prerequisite: C-I 302/502 and admission to teacher education.
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 in kindergarten through middle school.
Prerequisite: 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 463/563 Cr. 3
Methods of Teaching English to Speakers of Other Languages
This course is designed to give preservice teachers a basic
understanding of classroom applications of second language
acquisition theories, teaching techniques, curriculum and lesson
development, classroom environment issues and sociopolitical
concerns in the field of Teaching English to Speakers of Other
Languages. Prerequisite: TSL 300; ANT 350 or CST 332; ENG 332;
ENG 432/532, SPE 431, ENG 334 or PSY 436; and the multicultural/
international requirement; junior standing. Offered Sem. II.
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 manipulatives, 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 467/567 Cr. 3
Teaching a Foreign Language
A study of how a foreign language is learned and acquired and
what methods and techniques are effective with varying groups of
learners. Focus is on putting theory into practice through
demonstration, microteaching, curriculum evaluation, materials
development and unit lesson planning. Prerequisite: C-I 304/504
or 334/534, or concurrent enrollment. Offered Sem. I.
C-I 570 Cr. 1-3
Assessment Alternatives
Course 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.
Prerequisite: 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. Prerequisite: 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 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.
Offered occasionally.
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. Prerequisite: GEO 200 and completion of C-I
302/502 or C-I 305/505.
C-I 485/585 Cr. 1-3
Environmental Education Update
This course is designed especially for the experienced
schoolteacher. 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. Prerequisite: 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 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. Offered occasionally.
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 621 Cr. 1
In this first course of four, students will be introduced to
best practice pedagogy. Coursework requirements include
application to the workplace setting and communication via
technology. The key concepts of this course include: teaching
standards: National Boards Propositions, Wisconsin Teaching
Standards; academic content area/grade level/workplace
standards; and constructivism. Prerequisite: admission to
Learning Community Program.
C-I 622 Cr. 1
Best Practice Pedagogy II: Exploration
In this second course of four, students will explore best
practice pedagogy. Coursework requirements include application
to the workplace setting and communication via technology. In
addition to continuing the concepts from Best Practice Pedagogy
I, the key concepts of this course include best practice
theories and differentiated instruction. Prerequisite: C-I 621.
Prerequisite: admission to Learning Community Program.
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, differences 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 630; may earn only 6 credits
total in C-I and EFN.)
C-I 631 Cr. 1
Curriculum Development and Assessment I: Introduction
In this first course of four, students will be introduced to
curriculum development and assessment. Coursework requirements
include application to the workplace setting and communication
via technology. The key concepts of this course include:
academic content standards, teaching standards: National Board
Propositions and Wisconsin Teaching Standards, and assessment
theories. Prerequisite: admission to Learning Community Program.
C-I 632 Cr. 1
Curriculum Development and Assessment II: Exploration
In this second of four, students will explore curriculum
development and assessment. Coursework requirements include
application to the workplace setting and communication via
technology. The key concepts of this course include: alternative
assessment, authentic assessment, assessment: formal and
informal, assessment: formative and summative, current best
practice assessment strategies, and research-based best practice
assessment strategies. Prerequisite: C-I 631. Prerequisite:
admission to Learning Community Program.
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. Offered occasionally.
C-I 445/645 Cr. 2
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. Prerequisite:
C-I 302/502 and RDG 432 or RDG 710, may be taken concurrently
with RDG 432 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 or
710. Pass/Fail grading.
C-I 460/660 Cr. 2
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.
Prerequisite: C-I 302/502 or 305/505 or teacher certification.
C-I 461/661 Cr. 3
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: 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
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. Prerequisite: C-I 304/504 or
concurrent enrollment. Offered Sem. II.
C-I 470/670 Cr. 1-3
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. Repeatable for credit — maximum 6. Department
option for Pass/Fail grading.
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. Prerequisite:
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. Offered occasionally.
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 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.
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 702; 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 723 Cr. 1
Best Practice Pedagogy III: Integration
In this third course of four, students will integrate best
practice pedagogy. Coursework requirements include application
to the workplace setting and communication via technology. In
addition to continuing concepts from Best Practice Pedagogy I &
II, key concepts for this course include current best practice
strategies and research-based best practice strategies.
Prerequisite: C-I 621 and 622. Prerequisite: admission to
Learning Community Program.
C-I 724 Cr. 1
Best Practice Pedagogy IV: Action
In this fourth course of four, students will take action with
regard to best practice pedagogy. Coursework requirements
include application to the workplace setting and communication
via technology. In addition to continuing concepts from Best
Practice Pedagogy I, II, & III, the key concept for this course
includes current best practice strategies and research-based
best practice strategies. Prerequisite: C-I 621, 622, and 723.
Prerequisite: admission to Learning Community Program.
C-I 733 Cr. 1
Curriculum Development and Assessment III: Integration
In this third course of four, students will integrate
curriculum development and assessment. Coursework requirements
include application to the workplace and communication via
technology. In addition to continuing the concepts from
Curriculum Development and Assessment I & II, the key concepts
for this course include: current best practice assessment
strategies, research-based best practice assessment strategies,
and curriculum frameworks. Prerequisite: C-I 631 and 632.
Prerequisite: admission to Learning Community Program.
C-I 734 Cr. 1
Curriculum Development and Assessment IV: Action
In this fourth course of four, students will take action on
curriculum development and assessment. Coursework requirements
include application to the workplace setting and communication
via technology. In addition to continuing the concepts from
Curriculum Development and Assessment I, II, & III, the key
concepts for this course includes: curriculum development and
assessment as a foundation for learning. Prerequisite: C-I 631,
632, and 733. Prerequisite: admission to Learning Community
Program.
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.
Offered occasionally.
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. Offered
occasionally.
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. Offered occasionally.
C-I 742 Cr. 3
Curriculum in the Elementary School
Historical, political, sociological and philosophical
foundations of curriculum planning in elementary schools.
Development and implementation of an elementary curriculum
emphasizing authentic learning. Prerequisite: teaching
experience.
C-I/EFN 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; may only earn 15 credits total in C-I
and EFN.)
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
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/EFN 761 Cr. 2
Completion of an acceptable seminar paper 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).
C-I 770 Cr. 1-6
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
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/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
RDG; may only earn credit in C-I or RDG.)
C-I/EFN/EDM/RDG 796 Cr.
1-2
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, and RDG; may only earn 4 credits
total in C-I, EDM, EFN, and RDG.)
C-I/EFN 799 Cr. 1-6
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.)