Teacher Education Programs program

EDS 206 Multicultural Education This introductory diversity course explores the role that multiculturalism plays in schools and the broader society. This course examines aspects of identity from anthropological, sociological, historical, political, and economic perspectives and how they intersect in school settings. It uses schools as the site for analyzing the ways in which aspects of minority cultures are addressed and incorporated into educational instruction in public schools. Through engagement with diverse texts, activities, and presentations, it prepares students for teaching and working in increasingly diverse and pluralistic schools and communities, and specifically with minority cultures. As part of the course, students learn about and reflect upon Wisconsin Act 31, which refers to the requirement that all public school districts and pre-service education program provide instruction on the history, culture, and tribal sovereignty of Wisconsin's eleven federally-recognized American Indian nations and tribal communities. Moreover, the course maintains a concerted focus on how students, teachers, parents, and community members experience and perceive schooling in the United States. The students in the course develop a nuanced understanding of cultural representation at the individual, institutional, and societal levels by critically examining key texts as well as their own personal experiences. Finally, the course provides future teachers and all citizens with the analytical and pedagogical tools to ensure that multiculturalism is valued, cultivated, and promoted in classrooms across the U.S. Prerequisite: EDS 203 recommended. Offered Fall, Winter, Spring, Summer.

EDS 309 Teaching Global Perspectives Across the Curriculum Through a social justice-oriented examination of the cultural, economic, political, and social layers of globalization and global interconnectedness, students will develop reflective stances about global perspectives and understandings. This course prepares students as 21st century globally responsive citizens and educators through an exploration of global issues and how these issues are addressed in K-12 classrooms. Additionally, students will develop their pedagogical practice through analysis and creation of materials and instructional strategies necessary for effective implementation of global education throughout K-12 educational systems. Prerequisite: EDS 203; EDS 206. Offered Fall, Spring, Summer.

SPE 200 Foundations of Special Education This course will introduce teacher education majors to special education practices from historical, legislative, and people-centered recommended practices. General education and special education teachers have a shared responsibility to meet the needs of all students in learning environments that address individual needs and strengths. Teacher candidates will gain foundational understanding of exceptionalities from people, concepts, and historical perspective; policies, practices, and programs in special education; characteristics, prevalence, and supports and services for individuals with exceptionalities (as defined in current federal regulations); collaborative roles of general and special educators; and partnerships with families. Prerequisite: EDS 206 or EDS 308 or concurrent enrollment; sophomore status. Students cannot earn credit in both SPE 401 and SPE 200. Offered Fall, Winter, Spring, Summer.

TSL 250 Educating Multilingual Learners In this course students develop their understanding of and sensitivity to the multilingualism and cultural diversity of the United States through the study of multilingual English learners (ELs) in public schools. Course topics include exploration of who ELs are, educational and linguistic rights, special challenges ELs may face in classrooms and schools, and how to overcome those challenges. Students engage in inquiry-based learning as they justify answers to essential questions about cultural and linguistic diversity in the U.S., education, and best practices for educating a multilingual society. Students learn to evaluate school environments for ELs and practice skills needed for equitable education for ELs. Prerequisite: sophomore standing. Offered Fall, Spring, Summer.

EDS 492 Student Teaching Seminar This seminar course provides an opportunity to discuss and further develop teacher candidates' critical thinking regarding issues of the field and practice of educating school-age individuals. As a result of this course teacher 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. Prerequisite:to be taken concurrently with EDS 490, EDS 491, EDS 493, EDS 494, EDS 495, EDS 496, and/or EDS 497; admission to teacher education; passing content competency benchmarks; passing scores in Wisconsin Foundations of Reading Test and/or ACTFL oral & written proficiency rating of "Intermediate-High" for modern language certification candidates. Consent of department. Pass/Fail grading. Offered Fall, Spring.

EDS 497 Student Teaching: Kindergarten through Grade 12 (K-12) Student teaching is a culminating professional experience that spans "full days for a full semester following the daily schedule and semester calendar of the cooperating school" (per WI licensing statute 118.19(3)(a)) in selected K-12 schools with qualified, approved cooperating teachers. Orientation, seminars, and other professional experiences are also required. May be repeated for credit in a subsequent semester for each additional licensure. Registration occurs through the Office of Field Experience only. Prerequisite: completion of education requirements, including special methods courses; appropriate education faculty recommendation; 2.75 cum GPA and 2.75 GPA in major, concentrations, and professional coursework; passing content competency benchmarks; passing scores in WI Foundations of Reading Test for special education candidates; passing scores in ACTFL oral and written proficiency rating of "Intermediate-High" for modern language certification candidates. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.