College of Health, Physical Education, Recreation, and Teacher Education
School of Education
Department Chair: Delores Heiden
e-mail: firstname.lastname@example.orgWeb site: www.uwlax.edu/hper/soe
Professors: Koppelman, Krajewski, R., Wegner; Associate Professors: Heiden, Kirk, Richardson, Rochon, Shanks, Slinger, Walsko; Assistant Professors: Angell, Beck, Chaney, Fisher, Langelett, Phillips, Tanabe, Worley; Lecturers: Cason, Slayton;
Distinguished Lecturer: Swantz.
CURRICULUM AND INSTRUCTION (C-I)
C-I 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.
C-I 211 Cr. 1
Semester-long field experience involving observation of teacher and learner characteristics. An introduction to the teaching profession and participation in selected teacher activities. To be taken concurrently with EFN 210. May not be taken concurrently with any other clinical experience course. Prerequisites: sophomore standing; minimum 2.75 GPA; successful completion of Pre-Professional Skills Test (PPST). Pass/ Fail grading.
C-I 212 Cr. 1
Level I Clinical Experience in Health Education
This introductory field learning experience is designed to help the student identify the role of the school and its staff through observation and participation. It also allows school health education majors to consider the appropriateness of their chosen major within the educational framework. Prerequisite: HED 205. Pass/Fail grading.
C-I 301 Cr. 2
Methods in Music: Elementary/Middle Level
Designed to develop a basic philosophy of music education, to explore the role of the classroom teacher in music education, to develop an understanding of methods and materials for music teaching, and to gain facility for effectively using the autoharp in a classroom situation. Prerequisite: admission to teacher education. (Not open to music majors or minors.)
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. May not be taken concurrently with any other clinical experience course. Prerequisites: C-I 211 and admission to teacher education. 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. 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. 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
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.
Methods in Art: Secondary
Art methods and materials for junior and senior high schools. Prerequisite: C-I 304 or concurrent enrollment.
C-I 313 Cr. 2
Methods and Practices in Art: Elementary/Middle Level
One hour lecture: development of art expressions by prekindergarten through elementary/middle level children and youth, curriculum construction, including creative art expressions for exceptional children. Two hours studio: development of art education objectives through practical laboratory studio experiences stressing varieties of art
materials. Prerequisite: admission to teacher education.
C-I 323 Cr. 2
Methods of Teaching Elementary Physical Education
Study of effective teaching in elementary physical education with an emphasis on analysis of teaching, maximizing student learning time, classroom management skills, lesson planning, and planning developmentally appropriate activities. Lect. 2. Must be taken concurrently with ESS 321, 326, C-I 325. Prerequisites: admission into teacher education, ESS 225, 226.
C-I 325 Cr. 2
Methods of Teaching Middle/Secondary Physical Education
Study of effective teaching in middle/secondary physical education with an emphasis on analysis of teaching, maximizing student learning time, classroom management skills, and lesson and unit planning. Must be taken concurrently with ESS 321, 326, C-I 323. Prerequisites: admission into teacher education, ESS 225, 226.
C-I 334/534 Cr. 3
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 kindergarten through middle school children. Prerequisites: EFN 210, C-I 211, junior standing, and admission to teacher education.
C-I 335/535 Cr. 3
Designed to develop an understanding of curriculum, instructional methods and materials, and evaluation techniques for children in kindergarten through middle school 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 and admission to teacher education.
C-I 336/536 Cr. 3
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 kindergarten through middle school. Prerequisites: C-I 302 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. Prerequisites: EFN 210, C-I 211, MTH 125, junior standing and admission to teacher education.
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 or teacher certification. Repeatable for credit — maximum 6.
C-I 371/571 Cr. 3
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
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.
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 302 or C-I 305 or declared environmental studies minor.
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.
Clinical Fieldwork Experience in Health Education
Designed to focus upon the development of the technical elements of curriculum, instructional systems, interaction-motivation, and management styles. Course activities include development of a philosophical base for the teaching elements, observation, participation and performance of a variety of teaching behaviors within the teaching elements. Students will analyze their own teaching performance through simulation, guided practice and other teacher-directed evaluation. Pass/Fail grading.
C-I 403 Cr. 3-15
Student Teaching: Secondary
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 classroom projects required. Prerequisites: completion of requirements in education, including special methods courses, recommendation by the appropriate education program faculty, 2.75 grade point average based upon the major, minor, concentrations and professional course work, and approval by the Teacher Education Council. May be repeated for credit in a subsequent semester for each additional licensure. Satisfactory/Unsatisfactory grading.
C-I 404 Cr. 3-15
Teaching internship is a full day, full school semester, professional experience in selected elementary and secondary schools with qualified, approved cooperating teachers. Prerequisites: completion of requirements in education, including special methods courses, recommendation by the appropriate education program faculty, 3.00 grade point average based upon the major, minor, concentrations and professional course work, approval by the Teacher Education Council, selection for WIP placement and a state intern license. Satisfactory/Unsatisfactory grading.
C-I 405/605 Cr. 3
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 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 or concurrent enrollment.
C-I 409 Cr. 3-15
Student Teaching: Elementary
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 classroom projects required. Prerequisites: completion of requirements in education, including special methods courses, recommendation by the appropriate education program faculty, 2.75 grade point average based upon the major, minor, concentrations, and professional course work, and approval by the Teacher Education Council. May be repeated for credit in a subsequent semester for each additional licensure. Satisfactory/Unsatisfactory grading.
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 in conjunction with C-I 412, 415 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 in conjunction with C-I 410, 415 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 in conjunction with C-I 410 and 412/612 and, if a health major, C-I 402, and during the semester preceding student teaching. Prerequisites: HED 210, 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 424 Cr. 3
Curriculum Development in Elementary/Secondary Physical Education
Introduction of a curriculum model based on philosophical statements, aims, yearly programs, unit plans and lesson plans. Selection of activities based on current trends, community resources, growth and developmental characteristics and facilities. Prerequisites: for students seeking initial teaching certification in physical education: PSY 310, C-I 325, ESS 321, 326, 360, successful completion of all parts of the PPST, admission into teacher education and a 2.75 cumulative GPA.
C-I 440/640 Cr. 3
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 or 305 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. 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 302and RDG 432 or RDG 710, may be taken concurrently with RDG 432 or 710. Pass/Fail grading.
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.
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 into the curriculum. Participants will construct a learning plan and a scoring guide for a course of study. Prerequisite: C-I 448.
C-I 450/650 Cr. 1
Clinical Experience III: Professional Development in Middle Level and
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 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
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 or 305 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 or prior elementary/ middle level classroom teaching experience. May be taken concurrently with C-I 335 when a minimum of 20 science course credits have been successfully completed. Offered Sem. I.
C-I 463/563 Cr. 3
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. Prerequisites: TSL 300; ANT 350 or CST 332; ENG 332; ENG 401, SPE 431, ENG 334 or PSY 436; and the multicultural/international requirement; junior standing. Offered Sem. II.
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. Prerequisites: C-I 304 or 334, or concurrent enrollment. 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 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. Departmental 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. (Cross-listed with C-S; may only earn credit in C-I or C-S.)
C-I 483/683 Cr. 1
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 and junior standing. This course will not apply toward requirements for initial certification in early childhood education at UW-La Crosse.
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 or classroom teaching experience. Repeatable for credit — maximum 6. Departmental option for Pass/Fail grading.
C-I 487/687 Cr. 1-3
Elementary Science Update
This course is designed especially for the experienced elementary school teacher. Emphasis is on 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
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
Introduction to materials and methods of incorporating 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/EFN 499 Cr. 1-3
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. Admission by consent of instructor, adviser, and department chair. (Not open to students concurrently enrolled in EFN 499.) Repeatable for credit — maximum 6 in C-I and/or EFN. (Cross-listed with EFN; may earn 6 credits total in C-I and EFN.)