Educational Studies College of Liberal Studies School of Education Department Chair

Educational Studies
College of Liberal Studies
School of Education
Department Chair: Kent Koppelman
235A Morris Hall, (608)785-8132
e-mail: koppelma.kent@uwlax.edu
www.uwlax.edu/soe/des

Professors: Heiden, Koppelman, Krajewski, R., Wegner;
Associate Professors: Kirk, Richardson, Rochon, Shanks, Walsko;
Assistant Professors: Ali, Angell, Chaney, Davies, Johnston-Rodriguez, Sippola, Staloch, Wycoff;
Lecturers: Cason, Gander;
Distinguished Lecturer: Swantz.

Criteria And Procedures For Application For Admission To Teacher Education
(Revisions are expected during the spring-fall 2005. Check the School of Education Web site for current application procedures and eligibility criteria.)

Eligibility Criteria for Application

Prior to submitting an application for admission to the Early Childhood-Middle Childhood, Middle Childhood-Early Adolescence, Early Adolescence-Adolescence, and Early Childhood-Adolescence programs, students must meet the following criteria:

1) Pre-Professional Skills Test (PPST)-The PPST is to be taken during the first semester on campus. Students must earn passing scores in reading (175), mathematics (173), and writing (174), to be eligible for program application. Passing scores are set by the State Superintendent of Public Instruction.

2) Preliminary course work-Students must complete 40 semester credits of General Education courses (30 credits for music education students) before applying for admission. These 40 credits must include the following: ENG 110, CST 110, and EFN 205. Students also must complete PSY 212, which is not a General Education course.

3) Communication proficiency-Students must complete both ENG 110 and CST 110 with a minimum grade of “B”. Students who fail to meet this grade requirement must earn a “C” or better in another 200-level writing or public speaking course prior to application for student teaching. (The General Education program states that students receiving less than a grade of “C” in CST 110 must repeat the course.)

4) Grade point average (GPA)-Students must have earned a cumulative grade point average of 2.75 in all academic work taken prior to applying for admission. (This includes transfer grade points averaged with residence grade points when applicable.)

5) Required introductory education courses-Students must take two courses:

a) EFN 210-minimum grade of “C”. -passing PPST and minimum cumulative GPA of 2.75 are prerequisites

b) C-I 211-Students must pass this course and receive a recommendation to continue in the program from the Clinical Faculty Review Committee.

Application Procedures

Students who meet the criteria described above may obtain an application from the School of Education Web site at www.uwlax.edu/soe. Students must be accepted into the program prior to registration for certain education courses. Applications must be submitted by June 15 and January 15. June 15 applicants admitted to program will be permitted to take courses requiring admission during the following spring semester. January 15 applicants approved will be permitted to take courses requiring admission during the following fall semester.

Application materials include an application cover page, a personal statement, a professional growth paper, education-related experiences (clinical experience(s), experiences working directly with children/transescents/adolescents/ adults in an educational setting, post-high school co-curricular leadership roles, professional development activities), a current transcript (second degree candidates only), UW-L Level I Clinical Evaluation (for transfer students, clinical evaluations from non-UW-L clinical experiences), a letter of recommendation from someone who has knowledge of the applicant’s potential to be an effective educator, one portfolio entry, and a completed “Candidate Progress in Relation to UW-L Teacher Education Standards” form.

Early Childhood through Middle Childhood (formerly PreK-6)

Candidates must fulfill the requirements below and the early childhood education minor to be eligible to apply for licensure to teach students from birth - 11 years of age. Both the major and minor requirements are listed below.

Requirements in Allied Fields — 13 credits. MTH 125, PSY 212, PSY 370, GEO 200. A requirement of twelve credits in each of mathematics, social studies, and sciences completed through General Education, allied fields and major.

Requirements in Professional Education — 44 credits

Courses not requiring Admission to Teacher Education
C-I 211, EFN 210, EFN 303,
EDM/ENG 340, EDM 319, ESS 327

Courses requiring Admission to Teacher Education
       C-I 301, C-I 302*, C-I 313, C-I 334*, C-I 335, C-I 336, C-I 354*, C-I 381,    C-I 445, RDG 324*, RDG 432,
        SHE 407, SPE 401

Student Teaching — 16 credits
C-I 409 or 404, C-I 492

Early Childhood Education Minor — 22 credits plus student teaching

Courses not requiring Admission to Teacher Education
ECE 213, ECE 316, ECE 322, ECE 324

Courses requiring Admission to Teacher Education
ECE 326, ECE 327, ECE 430, ECE 440, ECE 490

Early Childhood Education Student Teaching — 12 credits
ECE 400, ECE 401

*taken concurrently

Middle Childhood through Early Adolescence (formerly elementary/middle level, grades 1-9)
Candidates must fulfill the requirements below and a certifiable minor to be eligible to apply for licensure to teach students from 6-13 years of age. (See p. 61 for a listing of certifiable minors)

Requirements in Allied Fields — 13 credits. MTH 125, PSY 212, PSY 370, GEO 200, a requirement of twelve credits in each of mathematics, social studies, and science completed through General Education, allied fields and major.

Requirements in Professional Education — 47 credits

Courses not requiring Admission to Teacher Education:
C-I 211, EFN 210, EFN 303, EDM/ENG 340, EDM 319, ESS 327

Courses requiring Admission to Teacher Education:
       C-I 301, C-I 302*, C-I 313, C-I 334*,
       C-I 335, C-I 336, C-I 354*, C-I 381,
       C-I 445, EFN 460, RDG 324*,
        RDG 432, SHE 407, SPE 401

Student Teaching — 16 credits
C-I 409 or 404, C-I 492

Early Adolescence through Adolescence Programs (formerly middle level/secondary, grades 6-12) Candidates must fulfill the requirements below and one or more certifiable majors to be eligible to apply for licensure to teach students from 10-21 years of age. See p. 62 for list of certifiable majors

Requirements in Subject Area Major
Candidates must complete a major within their chosen content area. Requirements are listed under specific departments.

Requirements in Allied Fields — 6 credits
PSY 212, PSY 370

Requirements in Professional Education — 28-34 credits

Courses not requiring Admission to Teacher Education:
C-I 211, EFN 210, EFN 303, EDM 319

Courses requiring Admission to Teacher Education:
C-I 304, C-I 305, C-I 450, EFN 460, RDG 328, RDG 432, SPE 401(waived for special education minors),
C-I XXX. See below for prescribed statutory and methods courses in major(s)/minor(s).

Student Teaching — 16 credits
C-I 403 or 404, C-I 492

Early Childhood through Adolescence Programs (formerly middle level/secondary, grades K-12) Candidates must fulfill the requirements below and one or more certifiable majors to be eligible to apply for licensure to teach students from birth - 21 years or age.

Requirements in Subject Area Major
Candidates must complete a major within their chosen content area.

Requirements in Allied Fields — 6 credits
PSY 212, PSY 370

Requirements in Professional Education — 28-34 credits

Courses not requiring Admission to Teacher Education:
C-I 211, EFN 210, EFN 303, EDM 319

Courses requiring Admission to Teacher Education:
C-I 304, C-I 305, C-I 450, EFN 460, RDG 328*, RDG 432, SPE 401 (waived for special education minors), C-I XXX.
See below for prescribed statutory and methods courses in major(s)/minor(s).

Student Teaching — 16 credits
C-I 403 or 404, C-I 492

*Music education and art education majors may substitute RDG 330 unless completing an academic second major or minor.

Early Adolescence-Adolescence And Early Childhood-Adolescence Program Methods Courses And Additional Requirements

             Prescribed
Major/         Methods   Additional
Minor            Course   Requirement

Art (major only, EC-A)
Broadfield   C-I 312
      C-I 313

Biology C-I 469 GEO 200

C-I 381

Broadfield Social Studies

C-I 480 GEO 200

EFN 200

C-I 381

Chemistry C-I 469 GEO 200

C-I 381

Computer Science C-I 364

Earth Science C-I 469 GEO 200

(minor only) C-I 381

Economics C-I 408 GEO 200

(minor only) EFN 200

C-I 381

English C-I 405

French (EC-A) C-I 467

Spanish (EC-A) C-I 467

Geography C-I 408 GEO 200

EFN 200

C-I 381

General Science C-I 469 GEO 200

C-I 381

German Studies (EC-A) C-I 467

History C-I 408 GEO 200

EFN 200

C-I 381

Mathematics C-I 364

Choral Music (major only) (EC-A)

C-I 306

General Music (major only) (EC-A)

C-I 307, C-I 371

Instrumental Music (major only) (EC-A)

C-I 308

Physics C-I 469 GEO 200

C-I 381

Political C-I 408 GEO 200

Psychology C-I 408

(minor only)

Science EFN 200

C-I 381

School Health

Education SHE 410

(minor only)

Sociology C-I 408 GEO 200

EFN 200

C-I 381

Teaching English to
Speakers of Other
Languages C-I 463
(minor only)

BROADFIELD MAJORS

Candidates may elect a broadfield major in the area of science or social studies. These majors are not described under specific department headings because of their interdisciplinary nature.

General Science (Early Adolescence-Adolescence) —

1. Candidates are required to complete a 54-credit major in science, including:
a. one 22-24 credit minor in one of the following: biology, chemistry, earth science, or physics
b. 14 credits in one additional science area;
c. 8 credits in each of the two remaining science areas;
d. and if needed, 2-3 credits selected from any of the aforesaid sciences and/or history of science and/or philosophy of science and/or issues of science to total 54 credits.

2. In addition to the 54 science credits required for this major, students must complete:
a. two statutory requirements: GEO 200 and C-I 381
b. and one mathematics course beyond General Education.

3. The completion of two certifiable minors is highly recommended.

Social Studies (Early Adolescence-Adolescence) — 54-56 credits distributed according to the following options:

Option A —

1. 34-40 credit major in geography, history, political science, or sociology;

2. 20 credits, with a minimum of three credits, from any two of the following areas: economics, geography, history, political science, psychology, or sociology;

3. GEO 200, EFN 200, C-I 381, C-I 408 (credits do not count toward the 54-56 credit major)

Option B —

1. 22-24 credit minor in one of the following: economics, geography, history, political science, psychology, or sociology;

2. 32 credits with a minimum of three credits from three of the other subject areas.

3. GEO 200, EFN 200, C-I 381, C-I 408 (credits do not count toward the 54-56 credit major)

MINORS IN THE SCHOOL OF EDUCATION

Early Childhood Minor—see requirements under Early Childhood-Middle Childhood major.

Special Education Minor — 33 credits. Middle Childhood-Early Adolescence majors may complete special education certification in Cross-Categorical Special Education-Middle Childhood/Early Adolescence. Students enrolled in Early Adolescence-Adolescence programs may complete special education certification in Cross-Categorical Special Education-Early Adolescence/Adolescence.

Special Education certification requires the completion of the following:

1) All Core Courses

2) At Least one Certification Option
a. Cross-Categorical Special Education - Middle Childhood/Early Adolescence

b. Cross-Categorical Special Education - Early Adolescence/Adolescence

3) Special Education Professional Practice (a separate 9-credit student teaching experience) and a combined age level seminar, SPE 430/530.

Core Courses: 18 credits (All core courses are required for each Certification Option)
SPE 416, SPE 424, SPE 431, SPE 440, SPE 452, SPE 429

Certification Options:

Option 1: Cross-Categorical Special Education-Middle Childhood/Early Adolescence — 15 credits SPE 430, SPE 446, SPE 461, SPE 483

Option 2: Cross-Categorical Special Education-Early Adolescence/Adolescence — 15 credits SPE 430, SPE 447, SPE 461, SPE 484

The special education clinical, student teaching, and seminar courses occur as a block in the same semester. SPE 461, Clinical in Special Education, occurs during the first five weeks of the semester for a half-day experience each week. SPE 483 or SPE 484, Student Teaching, occurs during the last nine weeks of the semester for full days each week. SPE 430, Seminar, runs the entire semester. SPE 446 or SPE 447, Methods, may be taken prior to or concurrent with the clinical/student teaching block semester.

General Science Minor (Middle Childhood-Early Adolescence majors) — 22-23 credits
CHM 100 or CHM 103, C-I 461, PHY 106 or PHY 103, PHY/AST 155 plus electives in science to reach a minimum of 22 credits. BIO 103 or 105 and ESC 101 do not count toward the 22 credits required for the minor.

Recommended Electives:

        PHY/AST 156: Stars, Galaxies, and the Universe (4 cr.)
    BIO 203: Organismal Biology (4 cr.)
    BIO 204: Plant Biology (3 cr.)
    BIO 210: Animal Biology (3 cr.)
    CHM 103: General Chemistry I (5 cr.)-if not completed as part of core requirements
    CHM 104: General Chemistry II (5 cr.)
    ESC 221: Introduction to Climate Systems (4 cr.)
    ESC 222: Landform Processes and Regions (4 cr.)
    PHY 103: Fundamental Physics I (4 cr.)-if not completed as part of core requirements
    or
    PHY 104: Fundamental Physics II (4 cr.)

Social Studies Minor (Middle Childhood-Early Adolescence majors) — 22 credits
HIS 220, HIS 321, HIS 325; GEO 201 or GEO 110; ARC 100 or SOC 120; POL 340 or POL 202; ECO 110 or ECO 120; EFN 200

NOTICE Students should be aware that the Department of Public Instruction is specific in its requirements about the content of both general education and professional education; therefore, prospective teacher education candidates should work closely with an adviser from the outset of their studies at the university. Completion of Department of Public Instruction requirements for licensure may take longer than four academic years.

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. Pass/Fail grading. Repeatable for credit — maximum 2.

C-I 211 Cr. 1
Level I Clinical Experience
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. Prerequisite: 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. Prerequisite: 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. 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. 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. Prerequisite: 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 or concurrent enrollment.

C-I 313 Cr. 2
Methods and Practices in Art: Elementary/Middle Level
Development of art expressions by pre-kindergarten through elementary/middle level children and youth; curriculum construction, including creative art expressions for exceptional children. Students will develop art education objectives through practical laboratory studio experiences stressing varieties of art materials. Lect. 1, Studio 2. 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. Must be taken concurrently with ESS 321, 326, C-I 325. Prerequisite: admission to teacher education.

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. Prerequisite: admission to teacher education.

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 kindergarten through middle school children. Prerequisite: 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 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. Prerequisite: C-I 302 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 kindergarten through middle school. Prerequisite: 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. Prerequisite: 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
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 381/581 Cr. 1
Environmental Education Methods
This course is designed to develop an understanding 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 or C-I 305 or declared environmental studies minor.

C-I 403 Cr. 3-15
Student Teaching: Early Adolescence-Adolescence or Early Childhood-Adolescence
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. Prerequisite: completion of requirements in education, including special methods courses; recommendation by the appropriate education program faculty; 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work; and an official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline. May be repeated for credit in a subsequent semester for each additional licensure. Satisfactory/Unsatisfactory grading.

C-I 404 Cr. 3-15
Teaching Internship
Teaching internship is a full day, full school semester, professional experience in selected elementary and secondary schools with qualified, approved cooperating teachers. Prerequisite: completion of requirements in education, including special methods courses; recommendation by the appropriate education program faculty; 3.00 cumulative grade point average and a 3.00 grade point average in the major, minor, concentrations and professional course work; an official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline; and, selected for Wisconsin Internship Program placement and a state intern license. Satisfactory/Unsatisfactory grading.

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 or concurrent enrollment. Offered Sem. II.

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: Early Childhood-Middle Childhood or Middle Childhood-Early Adolescence
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. Prerequisite: completion of requirements in education, including special methods courses; recommendation by the appropriate education program faculty; 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work; and, an official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline. May be repeated for credit in a subsequent semester for each additional licensure. Satisfactory/Unsatisfactory grading.

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 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 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. Offered occasionally.

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. Offered occasionally

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. Prerequisite: C-I 302 and 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 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 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. Prerequisite: 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. Prerequisite: 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 has been successfully completed. Offered Sem. I.

C-I 463/563 Cr. 3
Teaching English to Speakers of Other Languages Methods
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 and 432; SPE 431, ENG 334 or PSY 436; and the program’s 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. Prerequisite: 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. Prerequisite: 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. Prerequisite: junior standing and admission to teacher education. Departmental option for Pass/Fail grading. Repeatable for credit — maximum 6.

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 and junior standing. This course will not apply toward requirements for initial certification in early childhood education at UW-L. Offered occasionally.

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 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. Offered occasionally.

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. Offered occasionally.

C-I 491/691 Cr. 2
Aerospace Education
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 492 Cr. 1
Student Teaching/Intern Seminar
Through this course for student teachers and interns, university course work is correlated with successful teaching practices in the schools. Students build on their knowledge base, reflect on their teaching, and analyze school culture with their peers. To be taken concurrently with C-I 403, 404 or 409; SHE 403 or 404. Pass/Fail grading.

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/EFN 499 Cr. 1-3
Individual Study
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.)

Early Childhood Education (ECE)

ECE 213 Cr. 3
Introduction to Early Childhood Education
An introduction to the early childhood education profession and programs that provide care and education for young children (birth through age eight) and their families. The course will examine historical and theoretical influences on early childhood programs, the roles and responsibilities of early childhood professionals, and the effects of early childhood education on children’s development and learning. An overview of developmentally appropriate practice will focus on the teacher as decision maker, multiple sources of knowledge that inform practice, designing positive learning environments, and collaborative relationships with families and colleagues. Course includes a field experience with young children in early childhood programs. Prerequisite: Concurrent enrollment in EFN 210/C-I 211 recommended.

ECE 316/516 Cr. 2
Administration of Early Childhood Programs
This course emphasizes the study of the administration and organization of early childhood programs including: program and staff development, supervision and evaluation of program and staff, financial management of a program, accreditation and licensing regulations, advisory groups, community agencies, and the use of community resources. Prerequisite: ECE 213.

ECE 322/522 Cr. 2
Early Childhood Education: Infancy and Toddlerhood
An overview of programs serving children from birth to three years of age. The course will include the study of developmentally appropriate practices for the birth - 3 age group, the implication of heath and wellness issues for this age group and a review of quality programs which serve this age group. Current issues related to the care and education of infants and toddlers will also be examined. Observations of and participation with children from birth to age three will be a part of this course. Prerequisite: PSY 212, ECE 213 or concurrent enrollment.

ECE 324/524 Cr. 3
Early Childhood Education: Preschool
An overview of preschool programs serving children from two through five years of age, including the study of developmentally appropriate practices and integrated curriculum development. The course will also focus on adapting instructional materials and planning appropriate experiences for young children with disabilities. The affective nature of young learners will be examined and used as a foundation for anti-bias curriculum. Instructional activities will be planned and implemented with preschool children. Prerequisite: ECE 213, PSY 212.

ECE 326/526 Cr. 3
Early Childhood Education: Kindergarten
A study of curriculum content, instructional strategies and materials in kindergarten programs. The focus is on developmentally appropriate curriculum which integrates social studies, science, literacy, mathematics and the arts. Issues in kindergarten education will be examined. Prerequisite: ECE 213, PSY 212, and admission to Teacher Education. To be taken concurrently with ECE 327/527

ECE 327/527 Cr. 1
Field Experience: Kindergarten
A field experience involving observation, participation, and instruction in kindergarten settings. Students become acquainted with curriculum content, instructional strategies and classroom management techniques currently used in kindergarten classrooms. Prerequisite: ECE 213, PSY 212, and admission to Teacher Education. To be taken concurrently with ECE 326/526. Pass/Fail grading.

ECE 380/580 Cr. 1-3
Developing Creative Activities for Young Children
This course is designed to assist preservice and in-service teachers in the development of creative thinking challenges and activities for use with children in prekindergarten through third grade. Theories of creativity and multiple intelligences will be examined and used as the foundation for lesson designs. Prerequisite: PSY 370 or teaching experience. Repeatable for credit — maximum 6.

ECE 400 Cr. 2-4
Student Teaching: Early Childhood
Under the direction of a university supervisor and in cooperation with an approved teacher, the student will engage in a half-time professional experience in a selected early childhood setting for eight weeks. Prerequisite: completion of requirements in education, including special methods courses, recommendation by the appropriate education program faculty, 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work, and an official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline. Satisfactory/Unsatisfactory grading.

ECE 401 Cr. 4-8
Student Teaching: Kindergarten
Under the direction of a university supervisor and in cooperation with an approved teacher, the student will engage in a full-time professional experience in a selected kindergarten classroom for eight weeks. Prerequisite: completion of requirements in education, including special methods courses, recommendation by the appropriate education program faculty, 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work, and an official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline. Satisfactory/Unsatisfactory grading.

ECE 430/530 Cr. 3
Creative Experiences for Children: Art, Music, Drama
This course is designed to develop a philosophy of education which places emphasis on creativity and on the integration of art, music and drama experiences into the curriculum. Students will explore the classroom teacher’s role in supporting the development of creativity through arts integration. Students will plan and implement art, music and drama activities appropriate for use with pre-kindergarten through primary-age children. Prerequisite: ECE 213, 324 or 326, and admission to Teacher Education.

ECE 440/540 Cr. 3
Language and Literacy Development of Young Children
An examination of language and literacy development of young children from birth through kindergarten. Topics of study are the development of listening comprehension, oral language, awareness of print, spelling and writing, and early reading. Supporting families as children’s first teachers, appropriate experiences at home and in childcare settings, and family literacy programs will be studied. This course will develop the ability to plan and implement a comprehensive literacy program and to develop and adapt appropriate experiences for young children. Prerequisite: ECE 213, RDG 324, and admission to Teacher Education.

ECE 490/590 Cr. 2
Seminar: Relationships with Children, Families and Professionals
A seminar course for students completing the early childhood education minor. This course focuses on the teacher as decision maker and the use of multiple sources of knowledge in professional practice; knowledge of child development and learning, knowledge of individual children, and knowledge of social and cultural contexts. Course topics include reciprocal relationships with families and professionals, individual variations in development and learning, observation and assessment strategies, theories and approaches to guidance, and promoting family and community involvement. Prerequisite: ECE 324, 326, 327, 430 and admission to Teacher Education. To be taken concurrently with ECE 400 and ECE 401.

Educational Foundations (EFN)

+ above a course number indicates a
General Education course.

EFN 200 Cr. 1
Cooperatives
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 opportunities.

EFN 207 Cr. 1
Resolving Diversity Issues Through Experiential Drama
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 Strategies
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 only.

EFN 290 Cr. 1-3
Education Forum
Study of areas and topics of current interest. The department will select topics based on current trends or needs. Repeatable for credit — maximum 6.

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 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 Teaching
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 Behavior
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
Educational Measurements
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 447 Cr. 1
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
Transescent Education
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 or 305.

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 occasionally.

EFN 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.

EFN 484 Cr. 2
Futuristics
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. Offered occasionally.

EFN 485/585 Cr. 1-2
Non-Sexist Education
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
Multicultural Education
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 499 Cr. 1-3
Individual Study
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.)

Educational Media (EDM)

Instructional Media Minor (All colleges) — 27 credits, including EDM 275, 301, 319, 335, 340, 341, 402, 403, 433 and 461. This minor is designed for persons preparing for positions in school library media centers and many public and other libraries. EDM 275 can be waived if C-S 101 or C-S224 is taken.

Note: this minor currently is not available.

EDM 275 Cr. 1
Microcomputers and Educational Applications
Understanding and using microcomputers in instructional settings. BASIC programming language is introduced. Not open for credit to students who have taken C-S 101 or C-S 224. Offered occasionally.

EDM 301/501 Cr. 3
Selection and Evaluation of Instructional Materials
Principles and methods of evaluation and selection of print and no print materials. Emphasis on standard selection sources; building an adequate collection of learning materials; establishing of selection policies. Offered Sem. I.

EDM 319 Cr. 2
Technology for Teaching and Learning
The course is an introduction to the systematic planning of instructional technology. Course objectives include developing functional skills in computer hardware and software, design of multimedia materials, and effective application of technology in teaching and learning. The course focuses on the basic principles of learning through technology integration into instruction with the use of multimedia, Web development, instructional media, distance learning, Internet use and ethical, legal and social issues in technology. Prerequisite: junior standing.

EDM 320/520 Cr. 1-3
Storytelling
This course is designed to assist students in the development of storytelling skills through the investigation of historic and ethnic storytelling traditions, the analysis of oral story presentation and supervised practice of varied storytelling techniques. A wide variety of story types and telling practices will be demonstrated for and used by participants. The connection between curriculum and the oral tradition will be a major emphasis of the course. Offered occasionally.

EDM 335/535 Cr. 3
Introduction to Cataloging and Classification
Techniques of bibliographic form and their applications, including simple classification and cataloging of print and no print materials. Includes assigned laboratory work. Prerequisite: EDM 319. Offered Sem. II.

EDM/ENG 340/540 Cr. 3
Children’s Literature
A basic course in literature for children of the primary grades through middle school. Special emphasis is given to picture books, easy books, storybooks, informational materials, folklore and poetry. Modern trends in the literature for this age level are highlighted. A short unit on censorship is included. No print material is used selectively. Prerequisite: three credits in 200-level English courses and junior or senior standing. (Not open for credit in the English minor except for elementary/middle education minors.) (Cross-listed with ENG; may only earn credit in EDM or ENG.)

EDM/ENG 341/541 Cr. 3
Adolescent Literature
Survey of literature suitable for reading by adolescent boys and girls. The course is designed primarily for middle/secondary education students. Prerequisite: three credits in 200-level English courses and junior or senior standing. (Not open for credit in the English minor except for education minors.) (Cross-listed with ENG; may only earn credit in EDM or ENG.)

EDM 395 Cr. 1-3
Directed Study in Media
Independent readings and projects in selected areas of educational media. Prerequisite: consent of instructor. Open to upper division students. Repeatable for credit — maximum 6.

EDM 402/602 Cr. 3
Instructional Technology
An extensive review of the theory, operation, and utilization of the electronic media used in education. Copyright considerations, censorship of no print media, and selection of equipment and materials are discussed. Many practical skills needed by the media specialist are demonstrated. Prerequisite: EDM 319 and EDM 301. Concurrent enrollment in 301 allowed. Offered Sem. I.

EDM 403 Cr. 3
Library Media Practice
Directed work experiences in selected library media centers. Library Media Practice is arranged by the director of student teaching and the coordinator of the educational media program. Prerequisite: EDM 319, 335, and 461. Concurrent enrollment in 461 allowed. Pass/Fail grading.

EDM 433/633 Cr. 3
Administration of School Media Programs
Problems in management of integrated school media programs (K-12). Includes the procedures, background, objectives, selection, utilization and administration of the various communications media as well as finance and evaluation standards of various services, and the teaching of library media skills. Prerequisite: EDM 301, 335, and 402. Concurrent enrollment in 335 allowed. Offered Sem. II.

EDM 450 Cr. 3-15
Media Internship
An academically relevant media field experience in non-educational agencies. The experience will be supervised by the educational media staff, advisers and cooperating agencies. Written report relating to the field experience will be required. Prerequisite: senior standing, at least 12 credits in educational media and a 2.5 grade point average in educational media. Repeatable for credit — maximum 15. Offered occasionally.

EDM 461/661 Cr. 3
General Reference
A broad survey of general reference services, sources and problems. Emphasis on subject areas of social sciences, humanities, sciences and technology. Prerequisite: EDM 301, 402 or concurrent enrollment in either course. Offered Sem. I.

EDM 470/670 Cr. 1-3
Symposium in Educational MediaStudies 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.

reading (rdg)

RDG 105 Cr. 2
Developmental Reading
A course designed to increase reading efficiency by emphasizing improvement in reading comprehension, rate, and vocabulary. Attention is also given to selected study skills including note taking, test taking, and listening. Enjoyment of reading is stressed. Textbook purchase required.

RDG 320/520 Cr. 3
Emergent Literacy
The focus of this course is on developing preservice and in-service teachers’ knowledge and competencies in supporting the emergent literacy of young children in prekindergarten, kindergarten, and primary grade settings. The development of children’s language concepts will be examined and will serve as a basis for planning an integrated reading and language arts curriculum. Alternative assessments and evaluation of literacy development will also be examined. Prerequisite: RDG 324. Offered occasionally.

RDG 324/524 Cr. 3
Elementary Level Reading
This foundation course in teaching reading introduces the prospective teacher to current instructional strategies and materials used to teach reading at the kindergarten through middle level. Prerequisite: junior standing and admission to teacher education.

RDG 328/528 Cr. 3
Reading in the Content Areas
This course is designed to help prospective and practicing secondary-level teachers guide students to more effectively comprehend assigned reading, use writing as a tool for learning, develop better study habits, and expand their reading interests. Prerequisite: admission to teacher education.

RDG 330/530 Cr. 2
Reading in Performance Based Content Areas
This course is designed for students seeking teacher certification in physical education, music or art and for practicing teachers who wish to extend their knowledge of literacy in performance based content areas. Open only to majors and licensed teachers in physical education, art, and music education. Prerequisite: Admission to teacher education or teacher certification.

RDG 426 Cr. 2
Teaching Children with Reading Difficulties: Planning and Implementing Effective Practices
Designed for preservice teachers to develop skills for teaching children who experience difficulty learning to read and write. Theory, assessment, instructional strategies, organizational issues in the classroom and referral considerations will be examined. To be taken concurrently with SPE 490. Prerequisite: admission to teacher education, RDG 324.

RDG 432 Cr. 3
Middle Level Reading
An examination of developmentally appropriate reading/language arts instruction for the middle level (grades 5-9). The course focuses on 1) reading/writing instruction which is consistent with the middle school philosophy and addresses the needs of the young adolescent; 2) organization, management, instructional practices and assessment of reading and writing; and 3) interdisciplinary thematic instruction. Prerequisite: RDG 324 or RDG 328.

RDG 450/650 Cr. 3
Reading and Writing Across the Curriculum: Learning to Learn from Text
Students will learn how to implement components of the nationally validated “Content Field Reading Program” of Kalispell, Montana. The program emphasizes how content field teachers can help students read, study and learn from text. The course is designed for content teachers (grades 4-12) and middle school, junior high, and senior high reading specialists. Offered occasionally.

RDG 475/675 Cr. 1-3
Special Topics Seminar in Reading Education
Special topics in reading not covered by current reading courses. The particular topic selected to be determined by current need and interest. Prerequisite: RDG 324 or 328. Repeatable for credit — maximum 6.

Special Education (SPE)

SPE 401/501 Cr. 3
Learners with Exceptional Needs and Abilities
Knowledge of exceptional educational need areas defined by state and federal law; knowledge of the major characteristics of the disability areas, the various alternatives for providing the least restrictive environment, the methods of teaching pupils with EEN in the regular classroom and knowledge of referral systems, IEP teams and the individualized education plan process. Prerequisite: junior standing and admission to teacher education.

SPE 416/516 Cr. 3
Introduction to Cross-Categorical Special Education Characteristics
This course is an introductory course about students with disabilities including cognitive disabilities, specific learning disabilities, and/or emotional/behavioral disabilities. The course focuses on historical, legal (federal and state statutes), and theoretical foundations of these categorical areas. Identification, definitions, classification systems, learning characteristics, models of intervention, and various placement settings are discussed. Prerequisite: C-I 211 and EFN 210 or C-I 211 and/or EFN 701 or concurrent enrollment for initial certification: no prerequisites for MSEd Special Education candidates.

SPE 424/524 Cr. 3
Classroom Management and Positive Behavior Practices
This course is designed to provide intervention methods and strategies for classroom management as well as positive behavior intervention. The course provides theoretical foundations and practical applications for preventing behavior problems, and for intervening when problems occur. Prerequisite: junior standing and admission to teacher education for initial certification candidates; admission to graduate special education program for MSEd candidates.

SPE 429/529 Cr. 3
Inclusive Strategies for the Classroom
This course provides a foundation knowledge and best practice techniques for inclusion of diverse learners within the general education classroom. Course topics will focus on principles of inclusion, needs of diverse learners within the general education classroom, creation of supportive inclusive environments, transitions to inclusive environments, and specific academic area requirements (material selection, expectations, modifications/adaptations, and teaching aides) with regard to inclusion of students with special needs. Prerequisite: junior standing and admission to teacher education for initial certification candidates; admission to graduate special education program for MSEd candidates.

SPE 430/530 Cr. 1
Seminar in Special Education
This course provides students, currently student teaching, to have directed discussions regarding issues that are occurring in the special education or inclusionary general classroom settings. Students will meet on-campus to discuss their experiences with other students having similar learning experiences. This course is designed for persons seeking initial teaching licensure in general education and cross-categorical special education. Prerequisite: completion of all special education minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 446 or 447, SPE 483 or 484, and SPE 461. Pass/Fail grading.

SPE 431/531 Cr. 3
Language Development and Disorders
This course is an introductory course to the stages of normal language development from infancy through later adolescence including the language factors (phonology, morphology, syntax, semantics, pragmatics) in receptive and expressive language. The course also focuses on the specific language characteristics and problems of students with disabilities and the impact on language-based academics. Prerequisite: C-I 211 and EFN 210 or C-I 211 and/or EFN 701 or concurrent enrollment for initial certification: no prerequisites for MSEd special education program candidates.

SPE 440/540 Cr. 3
Collaboration and Transition: From School to Community
This course is designed to prepare teachers to collaborate and problem-solve as members of educational teams composed of professionals, agency representatives, and parents. This course focuses on the development of transition plans for adolescents with specific learning disabilities, emotional/behavioral disabilities, and cognitive disabilities; and the plan’s impact on educational curriculum and instructional practices, career development and placement practices. Responsibilities of the teacher as a collaborative team member will be covered. Prerequisite: junior standing and admission to teacher education for initial certification candidates; admission to graduate special education program for MSEd candidates; SPE 416/516.

SPE 446/546 Cr. 3
Methods in Cross-Categorical Special Education-Middle Childhood/Early Adolescence
This course focuses on curriculum, methods and strategies used in educating students with disabilities (emotional/behavioral disabilities, specific learning disabilities, and cognitive disabilities) at the middle childhood/early adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction appropriate for students at the middle childhood/early adolescence age level. Prerequisite: completion of all special education minor core courses; completion of all general education licensure requirements for student teaching. Admission to graduate special education program for MSEd candidates; SPE 416/516; may be taken concurrently with SPE 483/583, SPE 461/561 and SPE 430/530. This course is designed for persons seeking initial licensure in middle childhood/early Adolescence education and cross-categorical special education at the middle childhood/early adolescence level.

SPE 447/547 Cr. 3
Methods in Cross-Categorical Special Education-Early Adolescence/Adolescence
This course focuses on curriculum, methods and strategies used in educating students with disabilities (emotional/behavioral disabilities, specific learning disabilities, and cognitive disabilities) at the early adolescence/adolescence age level in a variety of educational placements. Topics covered within this course include academic instruction appropriate for students at the early adolescence/adolescence level. Prerequisite: completion of all special education minor core courses; completion of all general education licensure requirements for student teaching; admission to graduate special education program for MSEd candidates; SPE 416/516; may be taken concurrently with SPE 484/584, 461/561, and SPE 430/530. This course is designed for persons seeking initial licensure in early adolescence/adolescence education and cross-categorical special education at the early adolescence/adolescence level.

SPE 452/552 Cr. 3
Individual Educational Assessment
This course addresses educational assessment as it relates to the needs to students with specific learning disabilities, emotional/behavioral disabilities, and cognitive disabilities in the context of educational needs. Specific approaches for the evaluation of special education eligibility, teaching and instruction, and monitoring student progress are discussed, including norm-referenced tests, curriculum-based assessment, ecological assessment, and observational technique. Prerequisite: junior standing and admission to teacher education for initial certification candidates; admission to graduate special education program for MSEd candidates; SPE 416/516.

SPE 461/561 Cr. 2
Clinical in Special Education
This course is a field experience for students seeking special education licensure. Students are placed in a public school special education or inclusionary general education classroom setting in which they will experience daily activities with children identified with disabilities (specific learning disabilities, emotional/behavior disabilities, and cognitive disabilities) and special education teacher responsibilities. This experience will consist of a partial-day classroom experience in school setting under the direct supervision of a teacher certified to teach students with mild disabilities at the middle childhood/adolescence or early adolescence/adolescence age level. This experience provides a setting in which students are to develop observation and small group teaching experiences. This course is designed for persons seeking initial teaching licensure in general classroom instruction and cross-categorical special education. Prerequisite: completion of all special education minor core courses; completion of all general education licensure requirements for student teaching; to be taken concurrently with SPE 446 or 447, SPE 483 or 484, and SPE 430. Pass/Fail grading.

SPE 475/575 Cr. 1-3
Special Topics Seminar in Special Education
This course is designed to allow students to explore current topics, trends, and issues in the field of special education. Topic(s) to be studied are selected by the instructor based on interest and need. Repeatable for credit-maximum 6. (Maximum 3 credits applicable to master’s degree).

SPE 483/583 Cr. 9
Student Teaching: Cross-Categorical Special Education: Middle Childhood/Early Adolescence
This student teaching experience is a partial-semester, full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (specific learning disabilities, emotional/behavioral disabilities, and/or cognitive disabilities) at the middle childhood/early adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified teacher and a university supervisor. This course is designed for persons seeking initial licensure in middle childhood/early adolescence education and cross-categorical special education at the middle childhood/early adolescence level. Prerequisite: completion of all special education minor core courses and all requirements in education, including special methods courses; recommendation by the appropriate education program faculty; 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work; and, an official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline. To be taken concurrently with SPE 430, 446, 461. Satisfactory/ Unsatisfactory grading.

SPE 484/584 Cr. 9
Student Teaching: Cross-Categorical Special Education: Early Adolescence/Adolescence
This student teaching experience is a nine-week, full-day experience in a public school special education or inclusionary general education classroom setting. Students are placed in a state approved special education program, serving students identified with disabilities (specific learning disabilities, emotional/behavioral disabilities, and/or cognitive disabilities) at the early adolescence/adolescence age level. This experience provides a setting in which students are to demonstrate teaching and assessment abilities related to students with special needs. Students work under the immediate supervision of a certified teacher and a university supervisor. This course is designed for persons seeking initial licensure in early adolescence/adolescence education and cross-categorical special education at the early adolescence/adolescence level. Prerequisite: completion of all special education minor core courses and all requirements in education, including special methods courses; recommendation by the appropriate education program faculty; 2.75 cumulative grade point average and a 2.75 grade point average in the major, minor, concentrations and professional course work; and, an official Praxis II content test score report documenting passing scores on Praxis II content tests in the appropriate certification area/discipline. To be taken concurrently with SPE 430, 447, 461. Satisfactory/ Unsatisfactory grading.

SPE 490/590 Cr. 1-4
Teaching Exceptional Children and Youth
This course is composed of four independent teaching modules to teach knowledge, skills, and attitudes useful for teaching exceptional children and youth in the regular education setting. Modules included are: (1) Teaching Exceptional Children and Youth: Legal and Procedural Aspects (Section 1); (2) Teaching Exceptional Children and Youth: Characteristics, Identification, Assessment, and Programming (Section 2); (3) Teaching Exceptional Children and Youth: Teaching Strategies (Section 3); and (4) Teaching Exceptional Children and Youth: Field Placement (Section 4). Prerequisite: consent of instructor.

SPE 499 Cr. 1-3
Individual Study
Reading and research in an area of student interest 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. Repeatable for credit — maximum 3.

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