+ above a course number indicates a General Education course.
EFN 200 Cr. 1
A study of the history and development of
cooperatives, a form of business organization voluntarily owned and
controlled by member patrons on a nonprofit or cost basis. The social,
political and economic aspects of cooperatives constitute the basis for the
course. Note: This
course is a statutory requirement for all social studies majors and minors
(except psychology minors) in the 1-9 or
6-12 teacher certification
programs. May not count in major or minor.
EFN 205 Cr. 3
Understanding Human Differences
The course will focus on human differences and the
factors which influence these differences, specifically group
identifications. It will explore the interaction between misperceptions and
ethnocentric perspectives which foster the development of prejudicial
attitudes. It will explain the effect of prejudicial attitudes on
expectations for “different” others (stereotyping) and on
behavior toward those others (discrimination). It will examine diverse
groups in our society and how membership in one or more of these groups
affects one’s sense of identity and one’s
EFN 207 Cr. 1
Resolving Diversity Issues Through
An interactive experience involving drama and dialogue
to address cultural conflict, racial ethnic and other diversity issues.
Students research topics to gain background information. Short scenarios
are developed and presented to UW-L classes and on-campus organizations as
requested, as well as off-campus social agencies, school groups,
businesses, etc. Repeatable for credit — maximum 3.
EFN 210 Cr. 2
Introduction to Education
Students investigate their own perceptions about the
teacher, the learner, the curriculum, and schooling in society. Students
are introduced to the world of education and the realities of professional
teaching. To be taken concurrently with C-I 211. Prerequisite: sophomore
standing, minimum 2.75 GPA, successful completion of the Pre-Professional
Skills Test (PPST).
EFN 222 Cr. 2
Introduction to Choice Theory: Problem Solving
Examines major concepts from William Glasser’s
Choice Theory focusing on how they can be applied to promote responsible
behavior and create successful living and learning experiences. Emphasis is
on understanding basic needs, developing strategies for working with
diverse students, learning a variety of approaches for problem solving, and
developing specific skills for applying Choice Theory in interpersonal and
small group interactions and in conducting group meetings. Prerequisite:
sophomore standing; open to resident assistants and desk managers
EFN/EDM 290 Cr. 1-3
Study of areas and topics of current interest. The
department will select topics based on current trends or needs. Repeatable
for credit — maximum 6. (Cross-listed with EDM; may only earn 6
credits total in EFN and EDM.)
EFN 303 Cr. 2
Foundations of Public Education in the United States
A study of the philosophical, historical,
sociological, financial and legal foundations of education as well as their
implications for the prospective teacher and for the learner in the
classroom. Prerequisite: EFN 210 and C-I 211.
EFN 347 Cr. 3
Leadership in Modern Society
An introductory theoretical and practical examination
of leadership in modern society. Emphasis will be to provide class
participants a knowledge base for current issues affecting management and
leadership in the types of organizations in which they will soon be
integral members. Offered Sem. I.
EFN 350 Cr. 3
Introduction to Guidance for the Classroom Teacher
Introduction to guidance, its role in education, and
its basic elements, with special emphasis on the classroom teacher’s
unique role. Offered
EFN 400/500 Cr. 3
School Curriculum Design
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: admission
to teacher education.
EFN 415/515 Cr. 3
Teacher-Student Relationships: Connected
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
Using Choice Theory as a Basis for Conflict Resolution
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
Classroom Management: Teaching Responsible
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 or C-I 305 or teacher certification. Not open to
students with credit in EFN 721.
EFN 424/524 Cr. 3
Theory and Practice of Cooperative Learning
Based on theories of cooperative learning, the course
examines practices and strategies which promote student learning and create
positive classroom environments. Focus will be on the teacher’s role
in academic and social interactions. Total class involvement and small
groups will be explored as the primary delivery systems for integrating a
cooperative learning model. Prerequisite: C-I 302 or C-I 305 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
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
Leadership in Modern Society: Field Experience
Designed as an extension of EFN 347, this course
provides practical examination of leadership in modern society. Students
will gain a broader knowledge base for current issues affecting management
and leadership in a variety of organizations. Students will better
understand themselves as potential leaders by learning time management and
how priorities are established as a function of leadership. Prerequisite:
EFN 347 or MGT 412.
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
Human Relations and the Educational Community
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
EFN/EDM 475/575 Cr. 1-3
Special Topics Seminar in Education
Special topics in education not covered by current
education courses taught in the department. The particular topic selected
to be determined by the department according to the current need and
interest. Prerequisite: admission to teacher education, or certifiability
as a teacher, or consent of the department chair. Repeatable for
credit — maximum
6. (Cross-listed with EDM; may only earn 6 credits total in EFN
EFN 484/584 Cr. 2
Futuristics emphasizes the study of the future through
the use of proven research and forecasting techniques. Educational, social,
and technological futures are emphasized. Change theory is explored.
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
Fundamentals of Educational Research
A survey of educational research methods designed to
facilitate one’s ability to locate, integrate and evaluate
educational research. Special emphasis is given in examining research
studies of current concern. Prerequisite: admission to teacher education.
EFN 495/595 Cr. 2-3
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.
EFN/C-I 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 receiving credit for C-I 499.) Repeatable for
credit — maximum 6. (Cross-listed with C-I; may only earn 6
credits total in C-I and EFN.)