EDUCATIONAL FOUNDATIONS (EFN)
Course Descriptions
EFN 400/500 Cr. 3
Overview of K-12 curriculum with emphasis on criteria for
decision-making. Attention to description of patterns of
curriculum development currently utilized in the schools.
Prerequisite: junior standing and admission to teacher
education.
EFN 415/515 Cr. 1
This course is based on the premise that authentic
teacher-student relationships create a sense of connectedness in
a classroom which is essential to successful teaching. William
Glasser’s Choice Theory and his communication model will be
examined as a basis for creating connected teaching which
effectively addresses student needs. Prerequisite: junior
standing.
EFN 422/522 Cr. 3
Choice Theory is examined as a foundation for developing
effective communication skills and conflict resolution
strategies. Explores the concept of success/failure identity and
its relationship to setting realistic goals, and taking
responsibility for one’s behavior. Emphasis is on resolving
interpersonal conflicts. Designed for teachers, prospective
teachers, and professionals working in behavioral sciences.
Prerequisite: junior standing. Not open to students who have
credit in EFN 222.
EFN 423/523 Cr. 3
The course will examine contrasting styles of classroom
management based on democratic or authoritarian leadership,
non-coercive or coercive strategies, discipline or punishment,
and restitution or teacher determined consequences. Emphasis is
on promoting responsible behavior to create positive classroom
climates by developing a non-coercive style based on principles
developed by William Glasser. Prerequisite: C-I 302/502 or C-I
305/505 or teacher certification. Not open to students with
credit in EFN 721.
EFN 424/524 Cr. 3
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: C-I 302/502 or C-I 305/505 or teacher
certification. Not open to students with credit in EFN 726.
EFN 442/542 Cr. 2
The study of methods and materials needed to evaluate and to
report pupil progress including the development, administration,
scoring, interpretation and validation of teacher developed and
standardized tests. Prerequisite: junior standing and admission
to teacher education. Offered occasionally.
EFN 460/560 Cr. 3
This course is designed to provide an overview of educational
services that are appropriate for students in middle level
grades. The historical and philosophical bases for transescent
education are surveyed. Major components of this course include
the organization and administration of middle schools,
curricular areas often found in middle level education,
transescent students (ages 10-14), management, teacher/advisory
programs, and family and community relations. Additional
attention will be given to current issues in transescent
education. Lect. 3, Lab. 1. Prerequisite: EFN 303 and C-I
302/502 or 305/505.
EFN 465/565 Cr. 1-3
An analysis of human and intergroup relations focusing on the
interdependence of predominant cultural values, individual
attitudes and institutional behaviors. Examined from this
perspective are the functions of human prejudice and
discrimination, the systemic nature of racism, sexism and
classism, the socio-economic forces impacting upon racial
minorities, women, and low-income groups and the relationship of
these to the educational community. Course stresses the value of
human diversity and the development of competencies and teaching
methods addressing the needs of a culturally pluralistic
society. Prerequisite: junior standing and admission to teacher
education. Offered occasionally.
EFN 475/575 Cr. 1-3
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. Prerequisite: admission to teacher education, or
certifiability as a teacher, or consent of the department chair.
Repeatable for credit - maximum 6.
EFN 485/585 Cr. 1-2
A review of the cultural, institutional, and individual
foundations of sexism in our society through lecture and small
group discussions which provide insights to facilitate an
understanding of how sexism damages men as well as women.
Instructional strategies and curricular materials appropriate
for students at different age levels will be developed
concerning each of the three dimensions of sexism. Prerequisite:
EFN 205. Offered occasionally.
EFN 486/586 Cr. 1-3
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. Offered occasionally.
EFN 495/595 Cr. 2-3
Comparative Education
Field-centered course which examines the school and its
cultural setting in countries outside the United States. A
critical examination of the curriculum, instruction and
classroom organization operating in the schools will be studied.
Whenever possible field teaching experiences are provided,
generally restricted, but not totally, to English-speaking
schools. Repeatable for credit — maximum 6. Offered
occasionally.
EFN/C-I 630 Cr. 1-3
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 C-I; may only earn 6 credits total
in EFN and C-I.).
EFN 641 Cr. 1
In this first course of four, students will be introduced to
the concept of educational research. Coursework requirements
include application to the workplace setting and communication
via technology. The key concepts of this course include:
professional writing according to American Psychological
Association (APA), research skills, defining the research
question, educational research methods, and data collection
methods. Prerequisite: admission to Learning Community Program.
EFN 642 Cr. 2
In this second course of four, students will explore and
design educational research. Coursework requirements include
application to the workplace setting and communication via
technology. The key concepts of this course include:
professional writing according to the American Psychological
Association (APA), action research design, action research
proposal, and institutional review board. Prerequisite: EFN 641.
Prerequisite: admission to Learning Community Program.
EFN 651 Cr. 1
In this first course of four, students will be introduced to
the concepts of democracy, diversity, and social justice in
education. Coursework requirements include application to the
workplace setting and communication via technology. The key
concepts of this course include: diversity issues, privilege and
power, language and communication, and democracy. Prerequisite:
admission to Learning Community Program.
EFN 652 Cr. 1
In this second course of four, students will explore the
concepts of democracy, diversity, and social justice in
education. Coursework requirements include application to the
workplace setting and communication via technology. The key
concepts of this course include: diversity issues, harassment
and bullying, and democracy in schools. Prerequisite: EFN 651.
Prerequisite: admission to Learning Community Program.
EFN 701 Cr. 3
A study of 1) the historical, philosophical, and social
foundations underlying the development and purpose of
elementary, middle level, and high school education; 2) current
trends, issues, and various approaches in the professional
education programs in the United States and in Wisconsin; and 3)
teacher preparation, practice, and professionalism.
EFN 702 Cr. 3
This course provides a specialized knowledge base regarding
essential economics concepts and curricular applications of
these concepts. Participants will develop a curriculum plan
specific to their grade level or subject matter area which
integrates economics concepts within a curriculum by using a
variety of teaching strategies.
EFN 705 Cr. 3
Examines individual and intergroup relations in society and
their impact on classroom interactions. Analysis of the effects
of prejudice and discrimination based on race, gender, class and
other group identifications. Explores curricular content and
instructional strategies which could be integrated into
classrooms to address intergroup issues.
EFN 708 Cr. 3
This course examines how the educational process is
influenced by the sociocultural context. It seeks to investigate
the relationship between the issues of culture and education
with particular attention to multicultural education as a
response to increasing cultural diversity in the U.S. The course
will address both the philosophical and historical perspectives
of this relationship, as well as related contemporary issues.
EFN/C-I 715 Cr. 1-3
Current critical issues in education on the state, national
and international levels. Repeatable for credit — maximum 6.
(Cross-listed with C-I; may only earn 6 credits total in EFN and
C-I.)
EFN 716 Cr. 1-3
Study of how the legal system affects the role of teachers
and the teaching process in public education settings. Topics
which may be included: teacher contracts and collective
bargaining, teacher liability and academic freedom, due process,
race and sex discrimination, teaching students labeled as
handicapped, and student rights. Repeatable for credit — maximum
3.
EFN 719 Cr. 3
An examination of the rate at which organizations are
changing and the challenge these changes bring with a focus on
the need for a continuous learning in order for organizations to
thrive. A review of the literature on national and international
learning organizations to determine the existing paradigms
concerning the nature and purpose of learning in the
organization. An examination of communication issues and
decision-making strategies which lead to effective leadership
for promoting learning in the learning organization.
Prerequisite: EFN 415/515. Offered once every two years.
EFN 730 Cr. 3
Present purposes, methods, and techniques in the conduct of
research. Emphasis on understanding the product of current
research. Each student is guided through a self-selected
problem.
EFN 733 Cr. 2-3
The study of idealism, realism, neo-Thomism, experimentalism,
and existentialism as foundations of education and education
policy decisions. Offered occasionally.
EFN 735 Cr. 3
An introductory course in statistics with the essential
purpose of providing scholars with the tools to interpret and
evaluate the results of research.
EFN 736 Cr. 3
This course is designed to provide students in the non-thesis
option with the fundamental background needed to read,
interpret, and evaluate current research in health, physical
education, and recreation. The student will become familiar with
the various research methods and designs utilized in their
selected fields.
EFN 739 Cr. 1-3
Seminar: Special Problems in Education
Studies of selected problems and topics in education and
schooling by advanced students who meet in seminar format to
confer, report, present, critique and discuss. Prerequisite:
graduate level research course. Repeatable for credit — maximum
3.
EFN 740 Cr. 3
Legal aspects of education, including principles embodied in
constitutional, statutory and administrative law, common law and
court decisions with implications for operation of public and
private schools. Offered occasionally.
EFN 743 Cr. 1
In this third course of four, students will integrate the
concept of educational research. Coursework requirements include
application to the workplace setting and communication via
technology. The key concepts of this course include:
professional writing according to the American Psychological
Association (APA), implementation of action research, data
collection, and data collection analysis. Prerequisite: EFN 641
and 642.
EFN 744 Cr. 2
In this fourth course of four, students will analyze data and
publish the results of their educational research in a journal
article. Coursework requirements include application to the
workplace setting and communication via technology. The key
concepts of this course include: professional writing according
to the American Psychological Association (APA), data collection
analysis, research and leadership, and dissemination of results.
Prerequisite: EFN 641, 642 and 743. Prerequisite: admission to
Learning Community Program.
EFN/C-I 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 C-I; may only earn 15 credits total in EFN
and C-I.).
EFN 753 Cr. 1
In this third course of four, students will integrate
democracy, diversity, and social justice in education.
Coursework requirements include application to the workplace
setting and communication via technology. The key concepts of
this course include: diversity issues and democracy in the
classroom. Prerequisite: EFN 651 and 652. Prerequisite:
admission to Learning Community Program.
EFN 754 Cr. 1
In this fourth course of four, students will take action with
regard to democracy, diversity, and social justice in education.
Coursework requirements include application to the workplace
setting and communication via technology. They key concepts of
this course include: current social justice issues and
educational policy. Prerequisite: EFN 651, 652, and 753.
Prerequisite: admission to Learning Community Program.
EFN 757 Cr. 1
A series of recent research studies shows that achievement in
schools is related to school climate, and that those schools
that are most successful have positive climates. This course
will examine the school climate factors that are associated with
higher achievement and how these factors can be instituted in a
school environment.
EFN 760 Cr. 3
Study of concepts and processes associated with reading
and/or conducting scholarly qualitative, descriptive and
experimental research. Identification and examination of
retrieval and statistical treatment systems. Practice in
reading/reviewing and critiquing published research. Development
of a research or grant proposal. Prerequisite: minimum of 12
graduate credits.
EFN/C-I 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 C-I; may only earn credit in EFN
or C-I.)
EFN 762 Cr. 3
An examination of the historical, sociological, and
philosophical dimensions of the middle school reform movement
and of effective middle level educational experiences. This
course is designed to explore transescents and to reconcile
transescents’ needs to the requisite and unique responses of
professional educators. Prerequisite: EFN 701 or a comparable
course in the philosophical foundations of education; admission
to teacher education if seeking initial certification.
EFN 764 Cr. 1-3
Study and practice writing in professional and academic
formats according to APA and prescribed formats of individual
journals for purposes of publication. Appropriate for all degree
and non-degree graduate students in the behavioral sciences.
Seminar format to read, discuss and critique writing appropriate
for professional projects. This offering will provide a
knowledge base through study and the subsequent skills that will
enable enrollees to prepare manuscripts for publication and for
other scholarship/grant seeing/projects for approval for
presentation. Prerequisite: EFN 730 or 760 or an equivalent
research course or research experience. Not to be taken
concurrently with
EFN 730 or EFN 760. Repeatable for credit — maximum 3.
EFN/C-I/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 C-I, EDM, and RDG; may only earn 4 credits
total in EFN, C-I, EDM, and RDG.)
EFN/C-I 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. Not open to those receiving credit for C-I 799 or
EDM 799. (Cross-listed with C-I; may only earn credit in EFN or
C-I.)