Educational Studies (EDS)

Curriculum and Instruction (CI)

College of Liberal Studies
School of Education
Department Chair: vacant
220A Morris Hall, 608.785.8132
e-mail: des@uwlax.edu

www.uwlax.edu/des

Professors: Krajewski, R., Wegner;
Associate Professors: Ali, Angell, Richardson, Shanks, Walsko, Willhite, G.;
Assistant Professors: Chaney, Chen, Love, Willhite, K.;
Lecturers: Gander, Green

Criteria and Procedures for Application and Admission to Department of Educational Studies Teacher Education Programs

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-Candidates must earn 24 semester credits before applying for admission.  
  3. Cumulative Grade Point Average (CGPA)-Candidates 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.)
  4. Experience with children and youth-post-high school education-related experiences (minimum of 30 hours required); experiences working with children or youth; experiences with your certification area (subject and/or developmental ranges) are strongly recommended.

Application Procedures

Students who meet the criteria described above may obtain additional information on the application from the School of Education Web site at www.uwlax.edu/soe/students/admissions/index.html. Submit two copies of the following items:

  1. Complete application form
  2. Documentation of education-related experiences
  3. Copy of current advisement report

Students must be accepted into the program prior to registration for certain education courses. Applications must be submitted by 4 p.m. on the Friday of the third week of the semester. Admission to the program is provisional until a student has earned 40 credits with a 2.75 combined cumulative GPA (including transfer credits).

Early Childhood through Middle Childhood (EC-MC) (ages birth - 11) – 64 credits

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

Required General Education Courses — GEO 200, EFN 205 or ERS 100 or SOC 225 or WGS 230, POL 101 or 102.

Recommended General Education Courses — MTH 126, PHY 106.

Requirements in Allied Fields — 10 credits – MTH 125, PSY 212, 370.

Requirements in Professional Education — 38 credits

Courses not requiring Admission to Teacher Education
EDS 301, 310, 319

Courses requiring Admission to Teacher Education
CI 301, 313, EDS 308, 311, 402a, 412a, 413a, 420, 421b, 422b, 445b, 480, SPE 401.

a taken concurrently
b taken concurrently

Student Teaching — 16 credits – EDS 493 or 495, 492

Early Childhood Education Minor — 34 credits including student teaching

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

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

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

Middle Childhood through Early Adolescence (MC-EA) (ages 6-12 or 13) — 67-69 credits

Candidates must fulfill the requirements below and a minor to be eligible to apply for licensure to teach students from 6-13 years of age.

Minors in biology, chemistry, computer science, earth science, economics, English, general science, geography, history, mathematics, physics, political science, psychology, social studies, and sociology are core subject areas and do not require the completion of additional requirements for certification.

Minors in French, German studies, school health education, Spanish, special education, and teaching English to speakers of other languages are not core subject areas and require the completion of additional requirements for certification. See the minor program descriptions or contact the College of Liberal Studies Academic Services Office for more information.

Required General Education Courses — GEO 200; EFN 205 or ERS 100 or SOC 225 or WGS 230; POL 101 or 102; (or similar competencies)

Recommended General Education Courses — MTH 126, PHY 106.

Requirements in Allied Fields — 10 credits – MTH 125, PSY 212, 370.

Requirements in Professional Education — 41- 43 credits
Courses not requiring Admission to Teacher Education
EDS 301, 310, 319, MUS 317d, or CI 301e; ART 302d or CI 313e

Courses requiring Admission to Teacher Education
EDS 308, 311, 402 a, 412a, 413a, 420, 421b, 422b, 445b, 460b, 480, SPE 401c.

Student Teaching — 16 credits – EDS 493 or 495, EDS 492

Early Adolescence through Adolescence (EA-A) (ages 10 - 21) – 49 credits

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. In addition to a major, students may choose to complete one or more minors for additional certifications.

Certifiable majors include: biology, broadfield science, broadfield social studies, chemistry, computer science, English, mathematics, and physics. Requirements are listed under specific departments. Broadfield science and broadfield social studies are majors within the department of educational studies.

Required General Education Courses — GEO 200 (science and social studies majors only), EFN 205 or ERS 100 or SOC 225 or WGS 230; POL 101 or 102.

Requirements in Allied Fields — six credits – PSY 212, 370

a taken concurrently
b taken concurrently
c not required for special education minors
d applicable to General Education
e requires admission to teacher education

Requirements in Professional Education —27 credits

Courses not requiring Admission to Teacher Education
EDS 310, 319

Courses requiring Admission to Teacher Education
EDS 405a, 406a, 420, 450b, 451b, 460b, 480, SPE 401c, EFN 200d, CI 381e, CI XXX a or b See Early Adolescence – Adolescence and Early Childhood – Adolescence Program methods courses and additional requirements list.

Student Teaching — 16 credits – EDS 494 or 495, 492

Early Childhood through Adolescence (EC-A) (ages birth - 21) – 47-51 credits

Candidates must fulfill the requirements below and one or more certifiable majors to be eligible to apply for licensure to teach students from birth to 21 years of age. In addition to a major, students may choose to complete one or more minors for additional certifications.

Certifiable majors include: art, French*, German studies*, music-general, music-choral, music-instrumental, and Spanish*.

Required General Education Courses — nine credits – GEO 200 (science and social studies majors only); EFN 205 or ERS 100 or SOC 225 or WGS 230; POL 101 or 102.

Requirements in Allied Fields — six credits – PSY 212, 370

a taken concurrently
b taken concurrently
c not required for Special Education minors
d required for all social studies majors and minors
e required for all social studies and science majors and minors
* Minors in French, German studies, and Spanish are certifiable at the early adolescence – adolescence developmental range only, unless another language is completed as a major. If a language major and language minor are completed, both languages may be certifiable at the early childhood – adolescence range.

Requirements in Professional Education — 25-29 credits

Courses not requiring Admission to Teacher Education
EDS 310, 319

Courses requiring Admission to Teacher Education
EDS 405a, 406a, 420, 450b, 451b* 460b, 480, SPE 401c, CI XXXa or b. See Early Adolescence – Adolescence and Early Childhood – Adolescence Program Methods Courses and Additional Requirements list.

Student Teaching — 16 credits – EDS 494 or 495, EDS 492

Early Adolescence-Adolescence and Early Childhood-Adolescence Program Methods Courses and Additional Requirements Prescribed

Major/Minor Methods Course Additional Requirement
Art Education (major only, EC-A)
  ART 302
ART 401
ART 403
 
Biology CI 469 GEO 200
    CI 381
Broadfield Social Studies CI 408 GEO 200
    EFN 200
    CI 381
Chemistry CI 469 GEO 200
    CI 381
Computer Science CI 364  
Earth Science (minor only) CI 469 GEO 200
    CI 381
Economics (minor only) CI 408 GEO 200
    EFN 200
    CI 381
English CI 405  
French (EC-A) CI 467  
Spanish (EC-A) CI 467  
Geography CI 408 GEO 200
    EFN 200
    CI 381

a taken concurrently
b taken concurrently
c not required for Special Education minors
* Music education and art education majors may substitute RDG 330 unless completing an academic second major or minor.

General Science

CI 469 GEO 200
    CI 381
German Studies (EC-A) CI 467  
History CI 408 GEO 200
    EFN 200
    CI 381
Mathematics CI 364  
Choral Music  (major only) (EC-A)  
  CI 306  
General Music  (major only)  (EC-A)   
  CI 307  
  CI 371  
Instrumental Music (major only) (EC-A)  
  CI 308  
Physics CI 469 GEO 200
    CI 381
Political Science CI 408 GEO 200
    EFN 200
     CI 381
Psychology (minor only) CI 408 EFN 200
    GEO200
    CI 381
School Health Education (minor only)  SHE 410  
Sociology CI 408 GEO 200
    EFN 20
    CI 381
Teaching English to Speakers
of Other Languages (minor only)
CI 463  

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:
    1. one 22-24 credit minor in one of the following: biology, chemistry, earth science, or physics
    2. 14 credits in one additional science area;
    3. 8 credits in each of the two remaining science areas;
    4. 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:
    1. a. two statutory requirements: GEO 200 and CI 381
    2. 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. 33-40 credit major in geography, history, political science, or sociology
  2. 20-21 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, CI 381, CI 408 (credits do not count toward the 54-56 credit major)

Option B —

  1. 21-24 credit minor in one of the following: economics, geography, history, political science, psychology, or sociology;
  2. 32-33 credits with a minimum of three credits from three of the other subject areas.
  3. GEO 200, EFN 200, CI 381, CI 408 (credits do not count toward the 54-56 credit major)

Minors in department of education studies

Early Childhood Minor

See requirements under Early Childhood-Middle Childhood major.  

Special Education Minor

38 credits – The Special Education minor for undergraduates and initial certification graduates leads to certification in Cross-Categorical Special Education. Students majoring in Middle Childhood/Early Adolescence or Early Adolescence/Adolescence and who complete special education certification are certified at the developmental range certified by the major.

Special Education certification requires the following:

  1. Completion of all core courses
  2. Concentration at one developmental range
    1. Cross-Categorical Special Education – Middle Childhood/Early Adolescence
    2. Cross-Categorical Special Education - Early Adolescence/Adolescence
  3. Emphasis in one disability area: cognitive disabilities, emotion/behavior disabilities, or specific learning disabilities
  4. Completion of a professional practice option
     Core Courses: 19 credits (All core courses are required for each certification option) — SPE 416, 424, 429, 431, 440, 452, 461

Cross-Categorical Special Education Certification Options:

Option 1 Middle Childhood/Early Adolescence:
SPE 446 Methods in Cross-Categorical Special Education - Middle Childhood/Early Adolescence – 3 credits

Professional Practice:
SPE 483 Student Teaching: Cross-Categorical Special Education - Middle Childhood/Early Adolescence – 15 credits
SPE 430 Seminar in Special Education – 1 credit

Option 2 Early Adolescence/Adolescence:
SPE 447 Methods in Cross-Categorical Special Education – Early Adolescence/Adolescence – 3 credits

Professional Practice:
SPE 484 Student Teaching: Cross-Categorical Special Education – Early Adolescence/Adolescence – 15 credits
SPE 430 Seminar in Special Education – 1 credit

All certification course work must be completed prior to the Professional Practice semester.

General Science Minor (Middle Childhood/Early Adolescence)

— 22-23 credits - CHM 100 or CHM 103, CI 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: Landforms 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

 — 25 credits - HIS 210, 321; GEO 110 or 201; ARC 100; SOC 202; POL 101, 102; ECO 110; 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 (CI)

CI 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 two.

CI 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. Offered occasionally.

CI 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.)

CI 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: CI 211 and admission to teacher education. Pass/Fail grading.  

CI 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 CI 305. Prerequisite: PSY 212, 370; EFN 210, 303 or 701; CI 211; junior standing and admission to teacher education.

CI 305/505 Cr. 1 Clinical Experience II: Professional Development in Middle Level and Secondary Schools

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 CI 305. Prerequisite: PSY 212, 370; EFN 210, 303 or 701; CI 211; junior standing and admission to teacher education.

CI 306/506 Cr. 3 Choral Music in the Junior/Senior High School

This course is designed to provide the students with the basic principles and techniques of choral preparation and performance in relation to public school choral ensembles. It deals specifically with vocal production in young voices, choral sound, repertoire, stylistic characteristics, and expressive elements. Prerequisite: admission to teacher education. Offered occasionally.

CI 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. Offered occasionally.

CI 308/508 Cr. 3 Instrumental Music in the Schools

A practicum in the structure, supervision, and administration of school instrumental music programs. Emphasis placed upon elementary band techniques, junior/senior high school band/orchestra rehearsal procedures, and organization and conducting. Prerequisite: completion of eight hours of techniques classes and conducting and admission to teacher education. Offered occasionally.

CI 312/512 Cr. 3 Methods in Art: Secondary

Art methods and materials for junior and senior high schools. Prerequisite: CI 304 or concurrent enrollment.

CI 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. Offered Fall, Spring.

CI 334/534 Cr. 3 Curriculum and Methods in the Language Arts

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. Offered Fall, Spring.

CI 354/554 Cr. 3 Curriculum and Methods in Mathematics

This course is designed to provide pre-service 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, CI 211, MTH 125, junior standing and admission to teacher education.

CI 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: CI 304/504 or concurrent enrollment. Offered Fall.

CI 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: CI 354/554 or CI 364 or teacher certification. Repeatable for credit – maximum six. Offered occasionally.

CI 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. Offered occasionally.

CI 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: CI 211. Offered occasionally.

CI 381/581 Cr. 1 Environmental Education Methods

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: CI 211. Offered occasionally.

CI 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: CI 304 or concurrent enrollment. Offered Spring.

CI 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: CI 304 or concurrent enrollment. Offered Spring.

CI 420 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. Offered occasionally.

CI 435/535 Cr. 3 Curriculum and Methods in Middle Childhood/Early Adolescence Science

This course is designed to develop an understanding of curriculum, instructional methods and materials, and evaluation techniques for middle childhood/early adolescence science and environmental science based upon educational research, contemporary practice, and national and state educational standards recommended goals and expectations for science education. The nature of science as a discipline and the scope and sequence of appropriate content for each grade level are presented. Prerequisite: CI 302, GEO 200, and admission to teacher education.

CI 436/536 Cr. 3 Curriculum and Methods in Middle Childhood/Early Adolescence Social Studies

This course is designed to develop an understanding of curriculum content, instructional methods and materials, and evaluation techniques for middle childhood/early adolescence social studies based upon educational research, contemporary practice, and national and state educational agencies’ recommended goals and expectations for social studies education. Social studies disciplines and the scope and sequence of appropriate content for each grade level are presented. Prerequisite: CI 302/502 and admission to teacher education.

CI 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: CI 302 or 305 or teacher certification. Offered occasionally.

CI 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: CI 354. Repeatable for credit - maximum six. Offered occasionally.

CI 443 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.

CI 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: CI 302 and RDG 432 or RDG 710, may be taken concurrently with RDG 432 or 710. Pass/Fail grading.

CI 448 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. Offered occasionally.

CI 449 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: CI 448. Offered occasionally.

CI 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 pre-service teachers are ready to successfully enter student teaching. Prerequisite: CI 305 and completion of/or concurrent enrollment in, a special methods course and RDG 432 or 710. Pass/Fail grading.

CI 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: CI 302 or 305 or teacher certification. Offered occasionally.

CI 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:  CI 435 or prior elementary/ middle level classroom teaching experience. May be taken concurrently with CI 335 when a minimum of 20 science course credits has been successfully completed. Offered Fall.

CI 463/563 Cr. 3 Teaching English to Speakers of Other Languages Methods

This course is designed to give pre-service 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 400, TSL 450; and six credits from the following: ANT 350; ENG 332, 334, 432; CST 332; MLG 340; PHL 311; PSY 360, 382, 436; SPE 431; TSL 425. Offered Spring.

CI 467/567 Cr. 3 Teaching a Foreign Language

This course is designed to give pre-service 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 400, TSL 450; and six credits from the following: ANT 350; ENG 332, 334, 432; CST 332; MLG 340; PHL 311; PSY 360, 382, 436; SPE 431; TSL 425. Offered Spring.

CI 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: CI 304 or concurrent enrollment. Offered Spring.

CI 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 six. Offered Fall, Winter, Spring, Summer.

CI 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: CI 325 and junior standing. This course will not apply toward requirements for initial certification in early childhood education at UW-L. Offered occasionally.

CI 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: CI 381 or classroom teaching experience. Repeatable for credit – maximum six. Departmental option for Pass/Fail grading. Offered occasionally.

CI 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.

CI 489 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.

CI 491 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. Offered occasionally.

CI 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 three. Offered occasionally. 

CI/EFN 499 Cr. 1-3 Individual Study

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 three. Offered occasionally.