EDUCATIONAL STUDIES
EDS 301 Cr. 1
Health Education – Early Childhood or Middle Childhood-Early
Adolescence
This course is designed to provide pre-service teachers with
basic understanding of health and wellness issues in elementary
and middle school settings. The course will introduce students
to concepts and topics involved in K-8 school health programs.
Offered Fall, Spring.
EDS 303
Cr. 2
Foundations of Public Education in the United States (Early
Adolescence-Adolescence)
Examines the historical and philosophical foundations of the
teaching profession as well as contemporary issues facing
teachers in the twenty first century relating to school law,
ethics, school governance and the impact of economics on
education. Offered Fall, Spring, Summer.
EDS 308
Cr. 3
Foundations of Literacy for Early Childhood-Middle Childhood &
Middle Childhood-Early Adolescence
This course focuses on the theoretical background of
literacy. Candidates will become familiar with effective
approaches to literacy instruction. Candidates will also gain an
understanding of evaluation processes used to determine quality
literature. Emphasis will be given to critical literacy
perspectives including effective practices from multicultural
and multilingual literacy perspectives. Prerequisites: declared
Education major; passing PPST scores. Offered Fall, Spring.
EDS 309
Cr. 2
Education in a Global Society (Early Adolescence-Adolescence)
In support of teachers as globally responsive citizens, this
course studies international education issues relating to global
poverty, gender inequality and the impact of globalization on
the teaching profession. Comparative case studies regarding
education systems in other parts of the world are integrated to
provide a stronger global perspective on social, economic and
political aspects of schooling. Prerequisite: EDS 303. Offered
Fall, Spring, Summer.
EDS 310
Cr. 3
Education in a Global Society
This course will focus on analytical frameworks within which
candidates will engage in conceptual, philosophical, and
theoretical analysis of educational issues within the United
States and other regions of the world. Topics of study include
the complex phenomenon of globalization and how it affects the
quality of life and learning worldwide. By using the
interdisciplinary perspectives of philosophy and school
politics, students will view the struggles faced by educators
and policymakers in grasping the implications of globalization
for education and civic life within the United States and
abroad. The purpose of this course is to engage students within
that struggle. Prerequisite: declared Education Major. Offered
Fall, Spring.
EDS 311
Cr. 3
Curriculum and Pedagogy for Early Childhood-Middle Childhood or
Middle Childhood-Early Adolescence
The course is designed to consider the nature of a teaching
profession, the use of standards in a profession, and
responsibilities of PK-12 educators. The role of schools in
society will be examined along with the history and politics of
school curriculum. Possible levels of curriculum use in schools
from knowledge reproduction to curriculum integration will be
discussed. Culturally responsive teaching and conflict
resolution will be emphasized. Prerequisites: declared Education
major; passing PPST scores. Offered Fall, Spring.
EDS 319
Cr. 2
Teaching with Integrated Technology I
This 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. Lect. 1, Lab 1.
Prerequisites: sophomore standing; declared Education major.
Offered Fall, Spring.
EDS 351
Cr. 4
Language, Literacy, and Culture in the Secondary Classroom
This course consists of class sessions and an integrated
field experience. It is designed to equip teacher candidates to
understand theoretical and evidence-based foundations of
literacy processes and instruction. Students will: a) learn
about instructional strategies, approaches, and materials to
support student learning in literacy, b) learn about a variety
of assessments and how assessment information can be used to
plan and evaluate literacy instruction, c) develop an awareness,
understanding, respect, and value for diversity and its impact
on literacy, and d) learn about factors in the learning
environment that foster literacy achievement. Prerequisite:
Admission to Teacher Education. Offered Fall and Spring.
EDS
402/502
Cr. 2
Field Experience I for Early Childhood-Middle Childhood or
Middle Childhood-Early Adolescence
This course is the first field experience in a school
environment. Candidates will be introduced to professionalism,
classroom management, and conflict resolution. Candidates will
plan and teach lessons within the designated developmental
range. Lect. 1, Lab 1. Prerequisites: Undergraduate: junior
standing; admission to Teacher Education Program; EDS 308, 310,
311; to be taken concurrently with EDS 412 and 413. Graduate:
admission to a DES graduate program; EDS 710, 308 or 508, 311 or
511; to be taken concurrently with EDS 412/512, 413/513. Offered
Fall, Spring.
EDS
405/505
Cr. 2
Field Experience I – Early Childhood-Adolescence or Early
Adolescence-Adolescence
This course is the first field experience in a school
environment. Candidates will be introduced to professionalism,
classroom management, and conflict resolution. Candidates will
develop and teach lessons within the designated developmental
range.Lect.1,Lab.1. Prerequisites: Undergraduate: junior
standing; admission to Teacher Education; EDS 310; to be taken
concurrently with EDS 406. Graduate: admission to a DES Graduate
Program; EDS 710; to be taken concurrently with EDS 406/506.
Offered Fall, Spring.
EDS
406/506
Cr. 4
Teaching for a Diverse Society – Early Adolescence-Adolescence &
Early Childhood-Adolescence
A general methods course which introduces the EA-A and EC-A
candidates to a range of knowledge, skills, and dispositions
regarding the context of classroom practice. A central focus of
the course is preparing students to work with children from
diverse language, socio-economic, and cultural backgrounds.
Candidates will investigate current research on exemplary
educational practice in the middle and high school setting, with
particular attention to issues related to promoting learning for
all students. Prerequisites: Undergraduate: junior standing;
admission to Teacher Education Program; EDS 310 to be taken
concurrently with EDS 405. Graduate: admission to a DES Graduate
Program; EDS 710 to be taken concurrently with EDS 405/505.
Offered Fall, Spring.
EDS 408
Cr. 3
Foundation of Literacy for Early Childhood-Middle Childhood and
Middle Childhood-Early Adolescence
This course focuses on the theoretical background of
literacy. Candidates will become familiar with effective
approaches to literacy instruction. Candidates will also gain an
understanding of evaluation processes used to determine quality
literature. Emphasis will be given to critical literacy
perspectives including effective practices from multicultural
and multilingual literacy perspectives. Prerequisites: declared
Education major; passing PPST scores. Offered Fall, Spring
EDS 411
Cr. 3
Curriculum and Pedagogy for Early Childhood-Middle Childhood or
Middle Childhood-Early Adolescence
The course is designed to consider the nature of a teaching
profession, the use of standards in a profession, and
responsibilities of PK-12 educators. The role of schools in
society will be examined along with the history and politics of
school curriculum. Possible levels of curriculum use in schools
from knowledge reproduction to curriculum integration will be
discussed. Culturally responsive teaching and conflict
resolution will be emphasized. Prerequisites: declared Education
major; passing PPST scores. Offered Fall, Spring.
EDS
412/512
Cr. 5
Teaching Language and Literacy—Early Childhood-Middle Childhood
or Middle Childhood-Early Adolescence
This course focuses on applications of best practices from
research and from multicultural, multilingual, and critical
literacy perspectives. It includes a field experience in an
elementary classroom, in which students will observe and teach
literacy lessons. Prerequisites: Undergraduate: junior standing;
admission to Teacher Education Program; EDS 308, 310, and 311;
to be taken concurrently with EDS 402, 413. Graduate: admission
to a DES Graduate program; EDS 710, 508 and 511; to be taken
concurrently with EDS 402/502, 413/513. Offered Fall, Spring
EDS
413/513
Cr. 3
Teaching Social Studies—Early Childhood-Middle Childhood or
Middle Childhood-Early Adolescence
This course is designed to provide teacher candidates with
basic understanding of curriculum content, instructional methods
and materials, and assessment strategies in social studies for
children in kindergarten through middle school. Prerequisites:
Undergraduate: junior standing; admission to Teacher Education
Program; EDS 308, 310, and 311; to be taken concurrently with
EDS 402, 412. Graduate: admission to DES Graduate Program; EDS
710, 308/508, and 311/511; to be taken concurrently with EDS
402/502, 412/512. Offered Fall, Spring.
EDS 419
Cr. 2
Teaching with Integrated Technology I
This 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 basis
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. Prerequisites:
sophomore standing; declared Education major. Offered Fall,
Winter, Spring, Summer.
EDS
420/520
Cr. 1
Teaching with Integrated Technology II
This course covers the integration of traditional, emerging
and interactive technologies across the curriculum. The course
is designed to develop an understanding of technology
application in the academic disciplines. Students will learn
about strategies for incorporating computer technology into
teaching and learning. Students will develop skills in software
design and application. Lect. 1, Lab 1/2. Prerequisites:
Undergraduate: junior standing; admission to Teacher Education
Program; EDS 419. Graduate: admission DES graduate program; EDS
419. Offered Fall, Spring.
EDS
421/521
Cr. 3
Teaching General Science Methods I—Early Childhood-Middle
Childhood or Middle Childhood-Early Adolescence
This course is designed to introduce teacher candidates to
current methods and practices for teaching general science
education that will include environmental topics. EC-MC and
MC-EA candidates will explore the need for these sciences in
their teaching areas. Methods will be investigated regarding the
nature of science as a discipline, strategies for instruction
and assessment for student learning. Diversity and gender issues
in science education are emphasized Prerequisites:
Undergraduate: junior standing; admission to Teacher Education
Program; EDS 402; must receive a grade
of “C” or better in MTH 125; to be take concurrently with EDS
422, 445; Graduate: admission to DES Graduate Program; EDS 402
or 502; must receive a grade of “C” or better in MTH 125; to be
taken concurrently with EDS 422/522, 445/545. Offered Fall,
Spring.
EDS
422/522
Cr. 2
Teaching Mathematics Methods—Early Childhood-Middle Childhood or
Middle Childhood-Early Adolescence
This course is designed to provide teacher candidates with
basic understanding of curriculum content, instructional methods
and materials, and assessment strategies in mathematics for
children in preschool through middle school. Teacher candidates
will examine the scope and sequence of PK-8 mathematics
standards documents as well as explore models for short and long
term instructional planning. Candidates will use assessment data
to differentiate instruction to meet the needs of individual
students that may include Response to Intervention planning and
Professional Learning Communities. Prerequisites: Undergraduate:
junior standing; EDS 402; must receive grade of “C” or better in
MTH 125; to be taken concurrently with EDS 421, 445. Graduate:
admission to a DES graduate program; EDS 402 or 502; must
receive grade of “C” or better in MTH 125; to be taken
concurrently with EDS 421/521, 445/545. Offered Fall, Spring.
EDS
445/545
Cr. 2
Field Experience II—Early Childhood-Middle Childhood or Middle
Childhood-Early Adolescence
This course is the second field experience in a school
environment. Candidates will further develop their
professionalism, classroom management techniques, and conflict
resolution skills. Candidates will develop and teach lessons
including units of instruction as well as building and
maintaining the classroom environment within the designated
developmental range. Lect. 1, Lab, 1. Prerequisites:
Undergraduate: junior standing: admission to Teacher Education
Program; EDS 402; to be taken concurrently with EDS 421, 422;
Graduate: admission to a DES Graduate Program and EDS 402/502;
to be taken concurrently with EDS 421/521 and 422/522. Offered
Fall, Spring.
EDS
450/550
Cr. 2
Field Experience II—Early Childhood-Adolescence, Early
Adolescence-Adolescence
This course is the second field experience in a school
environment. Candidates will further develop their
professionalism, classroom management techniques, and conflict
resolution skills. Candidates will develop and teach lessons
including units of instruction as well as building and
maintaining the classroom environment within the designed
developmental range. Lect. 1, Lab, 1. Prerequisites:
Undergraduate: junior standing; admission to a Teacher Education
Program; EDS 405; to be taken concurrently with EDS 451.
Graduate: admission to a DES Graduate Program; EDS 405/505; to
be taken concurrently with EDS 451/551. Offered Fall, Spring.
EDS
451/551
Cr. 3
Contemporary Literacy for Secondary Learners—Early
Childhood-Adolescence, Early Adolescence-Adolescence
This class prepares students to experience literacy
foundations from traditional and electronic text formats in a
global information society. The search for meaning is shaped by
language competencies applied in local, national, and
international settings. The purpose of this class is to engage
learners in the acquisition of skills and processes to
facilitate literacy growth in traditional content areas at the
middle and high school level. Prerequisites: junior standing;
admission to Teacher Education Program; EDS 405; to be taken
concurrently with EDS 450. Graduate: admission to a DES Graduate
Education Program; EDS 405/505; to be taken concurrently with
EDS 450/550. Offered Fall, Spring.
EDS
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. Prerequisites: Undergraduate: junior
standing; admission to Teacher Education Program; EDS 402 or
405. Graduate: admission to DES Graduate program; EDS 402/502 or
405/505. Offered Fall, Spring.
EDS 480
Cr. 1
Contemporary Issues
The focus of this course is to engage students in the
examination of a current issue impacting public education and
the teaching profession through the integration of focused
research, debate, and writing. The issue under study may change
each term depending on the importance and currency of the
problem. Prerequisites: admission to Teacher Education Program;
EDS 402 or 405. Repeatable for credit — maximum three. Offered
Fall, Spring.
EDS 492
Cr. 1
Student Teaching Seminar
This seminar course provides an opportunity to discuss and
further develop candidates’ critical thinking regarding issues
of the field and practice of educating school-age individuals.
As a result of this course, candidates will discuss current
issues experienced within their student teaching experiences as
well as issues around the areas of professionalism, conflict
resolution, and classroom management. Prerequisites: admission
to Teacher Education Program; to be taken concurrently with EDS
493 or 494 or 495. Registration occurs through the Office of
Field experience only. Offered Fall, Spring.
EDS 493
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 other professional experiences are
also required. Prerequisites: 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. Registration
occurs through the Office of Field Experience only. Pass/Fail
grading. Offered Fall, Spring.
EDS 494
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 other professional experiences are
also required. Prerequisites: 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 passing 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. Registration
occurs through the Office of Field Experience only. Pass/Fail
grading. Offered Fall, Spring.
EDS 495
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.
Orientation, seminars and other professional experiences are
also required. Prerequisites: 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
passing Praxis II content test score report documenting passing
scores in the appropriate certification area/discipline;
selected for Wisconsin Internship Program placement and a State
Intern License. Registration occurs through the Office of Field
Experience only. Pass/Fail grading. Offered Fall, Spring.