Courses

CI 461 Cr.3

Leadership for Elementary/Middle Science Education

This course is designed to augment teacher candidates' basic understanding of science curriculum planning, teaching practices, student thinking, and assessment procedures for elementary and middle level classrooms. Special emphasis will be given to demonstrating leadership by participating in a professional learning community, integrated science learning, differentiation, funding an inquiry science program, and special programs to enhance and extend classroom science experiences for students. Prerequisite: EDS 402 or concurrent enrollment. Offered Fall.

CI/EFN 499 Cr.1-6

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. Not open to students concurrently enrolled in EFN 499. Prerequisite: junior standing. (Cross-listed with CI/EFN; may earn six credits total in CI and EFN 499.) Consent of instructor. Offered Fall, Winter, Spring, Summer.

ECE 212 Cr.3

Child Growth and Development for Early Childhood-Middle Childhood Educators

A study of the development of children from birth through age thirteen (early adolescence) with a focus on birth through age eleven. Cognitive, social-emotional, physical and language development are emphasized. Factors that enhance or inhibit development (including diverse family structures, cultural variance, and linguistic diversity) are also studied. ECE 212 is required for admission into the Early Childhood-Elementary Education Program. Prerequisite: EDS 203 or EDS 206; declared education (EC-MC) major; 12 earned credits. Offered Fall, Spring.

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: EDS 203 or EDS 206; ECE 212 or concurrent enrollment. Offered Fall, Winter, Spring, Summer.

ECE 214 Cr.3

Child Growth and Development for ECE: Birth-Age 3

This course is the study of the development of children from birth through age three. Cognitive, social-emotional, physical and language development are emphasized. Factors that enhance or inhibit development (including diverse family structures, cultural variance, and linguistic diversity) are also studied. Systems of responsive care and education for infants and toddlers will be examined including Developmentally Appropriate Practice. Prerequisite: EDS 203; EDS 206 or concurrent enrollment; declared early childhood education major. Offered Fall, Spring.

ECE 215 Cr.3

Child Growth and Development for ECE: Ages 4-8 (PK-Grade 3)

This course is the study of the development of children from ages 4-8 (PK-grade 3). Cognitive, social-emotional, physical and language development are emphasized. Factors that enhance or inhibit development (including diverse family structures, cultural variance, and linguistic diversity) are also studied. Systems of responsive care and education for ages 4 through age 8 will be examined including Developmentally Appropriate Practice. Prerequisite: EDS 203; EDS 206 or concurrent enrollment; declared early childhood education major. Offered Fall, Spring.

ECE 316 Cr.3

Early Childhood Administration, Advocacy, and Leadership

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, governmental and community agencies. The study of advocacy within the ECE profession is also addressed with emphasis on ethical standards, collaboration with colleagues, and emerging leadership within school and communities. Special attention is given to issues of equity and social justice within ECE through advocacy. Prerequisite: ECE 212 and ECE 213, or ECE 214 and ECE 215; EDS 318 or concurrent enrollment. Offered Fall, Spring.

ECE 324 Cr.3

Early Childhood Education: Curriculum and Assessment for Infant/Toddler through Preschool

An overview of preschool programs serving children from birth 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 infant through preschool children. Prerequisite: ECE 212; ECE 213. Offered Fall, Spring.

ECE 326 Cr.2

Early Childhood Education: Curriculum and Assessment for 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. Seven-week course. Prerequisite: ECE 212, ECE 213; to be taken concurrently with ECE 327, ECE 425, and ECE 490; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 327 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. Teacher candidates will participate in a multi-day, consistent schedule in their field placement setting, established by the course instructor in consultation with the teacher candidate and cooperating teacher. Seven-week course. Prerequisite: ECE 212, ECE 213; to be taken concurrently with ECE 326, ECE 425, and ECE 490; admission to EC-MC teacher education. Consent of instructor. Pass/Fail grading. Offered Fall, Spring.

ECE 330 Cr.3

Social and Emotional Foundations of Learning

This course will address the foundations of learning in early childhood through social and emotional foundations. The course will address curriculum planning and assessment from a social and emotional perspective. Environmental influences on child mental health, including toxic stress and poverty, will be explored, as will the role of the teacher in responding to child trauma. Guidance strategies founded on the democratic classroom and Pyramid Model will be examined and applied. Anti-bias, social justice, and equity education in the birth-grade 3 setting will be addressed. Prerequisite: ECE 214, ECE 215; EDS 318 or concurrent enrollment. Offered Fall, Spring.

ECE 335 Cr.3

Learning with Nature

Early childhood students' social, emotional, physical, and cognitive development is positively influenced when learning opportunities in nature are provided. This course will prepare early childhood teachers with the knowledge, skills, and dispositions for using the natural environment as a classroom to develop children's environmental literacy. Within this course, early childhood teachers will learn about the benefits of nature-based learning, prepare for how to keep children safe in the outdoor learning environment, design a nature-based space that is safe and enhances learning and development, and plan and implement authentic, interdisciplinary nature-based explorations that are developmentally and culturally appropriate, inclusive, and emphasize play. This is an integrated lecture/lab course where students will learn life/earth science content and pedagogical methods in outdoor settings as weather allows, as well as attend field trips. Prerequisite: ECE 214, ECE 215. Offered Fall, Spring.

ECE 413 Cr.3

Teaching Social Studies: Early Childhood/Elementary Education

This course provides teacher candidates with an introduction to the issues and best practices in social studies education in pre-K, kindergarten, and elementary level classrooms, promoting the development of inquiry, cultural awareness, multiple perspectives, active learning, and critical thinking. Teacher candidates will explore curriculum, techniques, and materials, which promote powerful and meaningful social studies. Prerequisite: EDS 311, EDS 318; taken concurrently with ECE 418; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 415 Cr.3

Field Experience I in Early Childhood Education: Grades K-3

This course is the first field experience in a school environment. Teacher candidates will be introduced to best practices around diversity and inclusive classrooms, professionalism, classroom management, and social justice. Teacher candidates will develop and teach lessons as well as build and maintain the classroom environment. This class includes a one-hour/once-a-week seminar and a multi-day field experience. The field experience placement and attendance schedule will be established by the course instructor in consultation with the teacher candidate and cooperating teacher. Prerequisite: ECE 335, ECE 413, ECE 418; taken concurrently with ECE 421 and ECE 422; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 418 Cr.3

Literacy Methods II: Early Childhood/Elementary Education

The course will focus on teaching reading and literacy strategies and techniques in pre-K through grade 3 classrooms. It will cover pedagogy and application of best practices in literacy instruction. Prerequisite: EDS 318; taken concurrently with ECE 413; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 421 Cr.3

Science Methods: Early Childhood/Elementary Education

This course is designed to introduce early childhood/elementary teacher candidates to current methods and practices for teaching science in elementary classrooms. Methods investigate the nature of science as a discipline, as well as strategies for instruction and assessment of student learning. In addition, teacher candidates explore and critically evaluate standards and science curricula. Diversity and gender issues in science education are emphasized. Prerequisite: MTH 115, MTH 116, and MTH 215 or MTH 216 with a grade of "C" or better; to be taken concurrently with ECE 415 and ECE 422; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 422 Cr.2

Mathematics Methods: Early Childhood/Elementary Education

This course is designed to introduce early childhood/elementary teacher candidates to current methods and practices for teaching mathematics in elementary school classrooms. Teacher candidates deepen their understanding of the scope and sequence of mathematics standards, research-based instructional methods, and assessment strategies designed to support all learners. Prerequisite: MTH 115, MTH 116, and MTH 215 or MTH 216 with a grade of "C" or better; to be taken concurrently with ECE 415 and ECE 421; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 424 Cr.4

Curriculum and Assessment for Preschool-Kindergarten

Students will demonstrate an understanding and effective use of instructional strategies and authentic assessments for children in preschool through kindergarten. The course will address early learning from both developmental and content perspectives. Students will determine age-appropriate learning opportunities across math, literacy, social studies, science, and the arts in the context of young children's cognitive, motor and social-emotional development. Students will experience a variety of curriculum approaches and will evaluate authentic assessment procedures that monitor young children's learning and inform instruction. Prerequisite: ECE 415; taken concurrently with ECE 455 and ECE 460; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 425 Cr.3

Field Experience: Infant/Toddler through Preschool

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, infant/toddler through preschool setting for seven weeks. Teacher candidates will develop their professionalism, guidance techniques and conflict resolution skills. Teacher candidates will also develop and implement activities and lessons including units of instruction as well as building and maintaining the environment for a designated developmental range. Seven-week course. Prerequisite: ECE 324, ECE 440, and EDS 445; concurrent enrollment in ECE 326, ECE 327, and ECE 490; admission to EC-MC teacher education program; junior standing. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

ECE 430 Cr.4

Creative Experience for Children: Art, Drama, Music, and Movement

This course is designed to develop a philosophy of education that places emphasis on creativity and on the integration of art, music and drama experiences into the curriculum using a Reggio Emilia curricular and philosophical focus. Students will explore the classroom teacher's role in supporting the development of creativity through arts integration across the early childhood and primary curricular areas. Students will plan and implement art, music and drama activities appropriate for use with pre-kindergarten through primary-age children. Prerequisite: ECE 324 or concurrent enrollment; completion of general education arts category (GE08); admission to teacher education; junior standing. Offered Fall, Spring.

ECE 435 Cr.3

Creative Arts and Play in ECE

This course is designed to develop a philosophy of education that places emphasis on creativity and integration of the arts and aesthetics into the curriculum using a philosophical focus. Students will explore the classroom teacher's role in supporting the development of creativity through arts integration across the early childhood and primary curricular areas. Students will plan and implement experiences including art, drama, music, and movement activities appropriate for use with pre-kindergarten through primary-age children. Prerequisite: taken concurrently with ECE 415 or ECE 455; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 440 Cr.2

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 receptive and expressive language skills, listening comprehension, awareness of print, emergent 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. The course will also address developmentally appropriate instructional strategies for young children who struggle with beginning literacy concepts and skills. Prerequisite: ECE 212; ECE 213; EDS 308; EDS 311; admission to teacher education; junior standing. Offered Fall, Spring.

ECE 442 Cr.3

Emergent Literacy and Language Development in Young Children

This course is an examination of language and literacy development of young children from birth through kindergarten. Topics of study are the development of receptive and expressive language skills, listening comprehension, awareness of print, emergent writing, early reading, children's literature and story telling. Supporting families as children's first teachers, culturally responsive experiences at home and in childcare settings, and family literacy programs will be studied. The course will also address developmentally appropriate instructional strategies for young children who struggle with beginning literacy concepts and skills and who have language delays and disorders. Prerequisite: EDS 318 or concurrent enrollment; admission to teacher education. Offered Fall, Spring.

ECE 455 Cr.3

Field Experience II in Early Childhood Education: Birth-Kindergarten

Under the direction of a university supervisor and in cooperation with an approved teacher, the student will engage in a professional experience in a selected early childhood, infant/toddler through kindergarten setting. Teacher candidates will develop their professionalism, guidance techniques, and conflict resolution skills. Teacher candidates will also develop and implement activities and lessons including units of instruction as well as build and maintain the environment for a designated developmental range. Prerequisite: ECE 415; taken concurrently with ECE 424 and ECE 460; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 460 Cr.3

School, Family and Community Partnerships

This course focuses on the role of the teacher in building strong school-family partnerships. Family systems theory, approaches to meeting the diverse needs of children and families, and the influence of culture on family perspectives of engagement will be explored. The role of the teacher in advocating for and supporting families using a strengths-based approach will be addressed, as will effective strategies for two-way communication and collaborative approaches to meeting the diverse needs of children and families. Social justice, equity, and cultural competence will be examined as factors in supportive communication and collaboration. Prerequisite: ECE 415; taken concurrently with ECE 424 and ECE 455; admission to teacher education. Consent of department. Offered Fall, Spring.

ECE 490 Cr.2

Seminar: Relationships with Children, Families and Professionals

A seminar course focusing 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. Seven-week course. Prerequisite: ECE 324; to be taken concurrently with ECE 326, ECE 327 and ECE 425; junior standing. Consent of department. Offered Fall, Spring.

EFN 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. Offered Fall, Spring.

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 middle childhood-early adolescence and early adolescence-adolescence programs. May not count in major or minor (early adolescence-adolescence programs). Offered Spring.

+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. Offered Fall, Winter, Spring.

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. Consent of instructor. 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. Repeatable for credit - maximum six. Prerequisite: admission to teacher education, or certifiability as a teacher, or consent of the department chair; junior standing. Offered Fall, Winter, Spring, Summer.

EFN/CI 499 Cr.1-6

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. Not open to students concurrently enrolled in EFN 499. Prerequisite: junior standing. (Cross-listed with CI/EFN; may earn six credits total in CI and EFN 499.) Consent of instructor. Offered Fall, Winter, Spring, Summer.

+EDS 203 Cr.3

School, Society, and Teachers

This course focuses on the historical, philosophical, sociological, legal, and curricular foundations of education. The evolution of education, the role of cultural diversity in education, curriculum and assessment, education standards, and issues and trends in education are explored. It explores the ways educators are positioned within the twenty-first century as well as the contemporary issues they face, including but not limited to school law, governance, ethics, financing, and accountability reforms. Students will begin to articulate their personal philosophies of education through analysis of social class, race, gender, conflicting aims of education, and formal and hidden curricula. This course focuses on teacher education preparation, but is open to all students who are interested in the role of education in society and the roles that teachers play in shaping an educated society. Offered Fall, Winter, Spring, Summer.

+EDS 206 Cr.3

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 308 Cr.3

Foundations of Literacy

The focus of this course will be on the language and language arts/literacy development for all learners. This course provides students with the theories, principles, goals, and pedagogical skills for teaching language arts/literacy for elementary and middle level learners. Emphasis will be given to critical literacy including effective practices from multicultural and multilingual literacy perspectives. Teacher candidates will also develop an understanding of political and social dimensions of language arts/literacy education. Prerequisite: EDS 203, EDS 206 or concurrent enrollment; declared education major; sophomore standing. Offered Fall, Spring, Summer.

EDS 309 Cr.3

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.

EDS 311 Cr.3

Curriculum and Pedagogy: Elementary/Middle Education

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. Prerequisite: EDS 203, EDS 206; declared education major. Offered Fall, Spring.

EDS 318 Cr.3

Literacy Methods I

This course will focus on the major components of reading/literacy theories and research and how to apply this knowledge to effective teaching practices. It will cover reading processes, assessments, instructional practices, planning interventions, working with diverse learners, and children's literature. Prerequisite: EDS 308. Offered Fall, Spring.

EDS 351 Cr.4

Language, Literacy, and Culture in the Middle Level Classroom

This course is designed to equip teacher candidates to understand theoretical and research-based foundations of literacy processes and instruction. Through an integrated field experience at a local middle school, candidates will learn about the complex processes of planning discipline-specific literacy instruction, engaging students in learning, and assessing student learning. Candidates will further develop understanding and practices related to the topics of academic language, disciplinary literacy, teacher performance assessment (edTPA), text complexity, and conflict resolution. A multi-day, consistent schedule in the field experience classroom will be established by the course instructor in consultation with the teacher candidate and cooperating teacher. Prerequisite: EDS 203; EDS 206; admission to an EC-A or EA-A teacher education program. Consent of department. Offered Fall, Spring, Summer.

EDS 400/500 Cr.1-3

Continuing Education Professional Development

This course provides continuing education opportunities for Educational Professionals on a wide variety of topics. Topics selected for this course will mirror current trends and professional development interests of individual school district or educational institution. Varying topics will be offered with a specific title assigned to each. This course is open to professionals practicing in the education field and offered through the Extended Learning Office (UWLEX). Repeatable for credit with a different topic. EDS 400/500 credits cannot be used toward any Department of Educational Studies undergraduate or graduate programs. Consent of department. Offered Fall, Winter, Spring, Summer.

EDS 402 Cr.3

Field Experience I: Elementary Level

This course is the first field experience in a school environment. Teacher candidates will be introduced to best practices around diversity and inclusive classrooms, professionalism, classroom leadership, and social justice. Teacher candidates will plan and teach lessons within the designated developmental range. A multi-day, consistent schedule (typically 3 consecutive half days) in the field experience classroom will be established by the course instructor in consultation with the teacher candidate and cooperating teacher. Prerequisite: EDS 311, EDS 318; must be taken concurrently with EDS 413 and EDS 418; admission to teacher education. Consent of department. Offered Fall, Spring, Summer.

EDS 413 Cr.3

Social Studies Methods

This course provides teacher candidates with an introduction to the issues and best practices in social studies education in elementary and middle level classrooms, promoting the development of inquiry, cultural awareness, multiple perspectives, active learning, and critical thinking. Teacher candidates will explore curriculum, techniques, and materials, which promote powerful and meaningful social studies. Prerequisite: EDS 311, EDS 318; must be taken concurrently with EDS 402 and EDS 418; admission to teacher education. Consent of department. Offered Fall, Spring.

EDS 414 Cr.1

Foundations of Reading Seminar

The purpose of this course is to review and discuss key concepts related to the foundations of reading, including the sub-areas of (1) foundations of reading development (phonological and phonemic awareness, concepts of print and the alphabetic principle, phonics, word analysis skills), (2) development of reading comprehension (vocabulary development, reading comprehension skills and strategies), and (3) reading assessment and instruction (formal and informal assessments, multiple theories and approaches). In addition, the course prepares pre-service and in-service teachers to demonstrate their knowledge and understanding of teaching reading by composing an organized and developed analysis/written response for given teaching reading scenarios. Repeatable for credit - maximum three. Prerequisite: EDS 418 or concurrent enrollment; junior standing. Pass/Fail grading. Offered Occasionally.

EDS 418 Cr.3

Literacy Methods II

The course will focus on teaching reading/literacy strategies and techniques for K-8 classrooms. It will cover pedagogy and application of best practices in literacy instruction. This course is taken concurrently with the Field Experience One courses with a placement in an elementary school classroom. Prerequisite: EDS 318; taken concurrently with EDS 402 and EDS 413. Consent of department. Offered Fall, Spring, Summer.

EDS 421 Cr.3

Science Methods

This course is designed to introduce elementary and middle level teacher candidates to current methods and practices for teaching science in elementary and middle school classrooms. Methods will be investigated regarding the nature of science as a discipline, as well as strategies for instruction and assessment of student learning. In addition, teacher candidates will explore and critically evaluate standards and science curricula. Diversity and gender issues in science education will also be emphasized. Prerequisite: EDS 402; MTH 135 with a grade of "C" or better, or MTH 115, MTH 116, and MTH 215 or MTH 216 with a grade of "C" or better; to be taken concurrently with EDS 422 and EDS 446 or EDS 445; admission to teacher education. Consent of department. Offered Fall, Spring.

EDS 422 Cr.2

Mathematics Methods

This course is designed to introduce elementary and middle level teacher candidates to current methods and practices for teaching mathematics in elementary and middle school classrooms. Teacher candidates will deepen their understanding of the scope and sequence of mathematics standards, research-based instructional methods and assessment strategies designed to support all learners. Prerequisite: EDS 402; MTH 135 with a grade of "C" or better, or MTH 115, MTH 116, and MTH 215 or MTH 216 with a grade of "C" or better; to be taken concurrently with EDS 421 and EDS 446 or EDS 445; admission to teacher education. Consent of department. Offered Fall, Spring.

EDS 445 Cr.2

Field Experience II: Early Childhood-Middle Childhood/Middle Childhood-Early Adolescence

This course is the second field experience in a school environment. Teacher candidates will further develop their professionalism, classroom management techniques, and conflict resolution skills. Teacher candidates will develop and teach lessons including units of instruction as well as building and maintaining the classroom environment within the designated developmental range. A multi-day, consistent schedule (typically 3 consecutive half days) in the field experience classroom will be established by the course instructor in consultation with the teacher candidate and cooperating teacher. Prerequisite: EDS 402; to be taken concurrently with EDS 421 and EDS 422; taken concurrently with EDS 452 (MC-EA majors only); admission to an EC-MC or MC-EA teacher education program; junior standing. Consent of department. Offered Fall, Spring.

EDS 446 Cr.3

Field Experience II: Middle Level

This course is a middle level field experience for an elementary/middle teacher candidates. Teacher candidates will further develop best practices around diversity and inclusive classrooms, professionalism, classroom management, conflict resolution, and social justice. Teacher candidates will develop and teach lessons as well as build and maintain the classroom environment. This class includes a one-hour/once a week seminar and a multi-day field experience. The field experience classroom will be established by the course instructor in consultation with the teacher candidate and cooperating teacher (usually three consecutive half days). Prerequisite: EDS 402; to be taken concurrently with EDS 421, EDS 422, and EDS 452; admission to teacher education. Consent of department. Offered Fall, Spring.

EDS 450 Cr.2

Field Experience II: Early Childhood-Adolescence

This course is a second field experience in a school environment for teacher candidates pursuing a major in the EC-A developmental range. Teacher candidates will further develop their professionalism, classroom management techniques, and conflict resolution skills. Teacher candidates will develop and teach lessons including units of instruction as well as building and maintaining the classroom environment within the designed developmental range. A multi-day, consistent schedule in the field experience classroom will be established by the course instructor in consultation with the teacher candidate and cooperating teacher. Prerequisite: EDS 351; admission to an EC-A (art, music) teacher education program; junior standing. Consent of department. Offered Fall, Spring.

EDS 452 Cr.3

Philosophy and Curriculum for Young Adolescent Learners

This course is designed to prepare teacher candidates (TCs) for full professional involvement in schools by being able to understand and implement current educational research and reform efforts. Building on the curriculum, instruction, and assessment models learned in earlier courses, TCs will learn to function in professional learning communities (PLCs) to implement curriculum and educational reforms including integrated curriculum, responsive classrooms, effective classroom management, and family/community engagement. A focus on middle level pedagogy (i.e., meeting the academic, social-emotional, and behavioral needs of the young adolescent learner) will undergird this course. Prerequisite: EDS 402; taken concurrently with EDS 421, EDS 422, and EDS 445 or EDS 446; admission to teacher education. Consent of department. Offered Fall, Spring.

EDS 463 Cr.3

Designing Instruction and Ongoing Assessment for Diverse Learners

This course addresses multiple critical skills for teacher candidates. This class has been designed to better prepare teacher candidates to make valid and reliable data-driven decisions for all students, to include exceptional learners. Students will be presented with information to help them better understand why the effective use of data is critical in providing quality instruction and fundamental in implementing a culture of continuous data to improve teaching and learning. Some of the specific topics covered in the course are teacher beliefs, data literacy (to include being able to describe comprehensive views of data sources and data privacy), Universal Design for Learning (UDL), tiered systems of support (e.g., MTSS, RtI, PBIS), curriculum-based evaluations, formative and summative assessments, evidence-based practices, and progress monitoring procedures. Prerequisite: SPE 401; admission to the teacher education program; junior standing. Offered Fall, Spring, Summer.

EDS 475/575 Cr.1-3

Educational Studies Special Topics

The purpose of this course is to provide opportunities for teacher candidates or aspiring teachers to gain experience and knowledge for education topics. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Repeatable for credit - maximum 18. Offered Fall, Winter, Spring, Summer.

EDS 490 Cr.1-11

Student Teaching: Early Childhood Education (birth-grade 3)

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 and professional coursework; passing content competency benchmarks; passing scores in WI Foundations of Reading Test. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

EDS 491 Cr.1-11

Student Teaching: Elementary/Middle Education (K-9)

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, concentration, and professional coursework; passing content competency benchmarks; passing scores in WI Foundations of Reading Test. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

EDS 492 Cr.1

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 493 Cr.1-11

Student Teaching: Early Childhood-Middle Childhood/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. 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, minor, concentrations & professional coursework; passing content competency benchmarks; passing scores in WI Foundations of Reading Test and/or ACTFL oral & written proficiency rating of "Intermediate-High" for modern language certification candidates. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

EDS 494 Cr.1-11

Student Teaching: Early Childhood-Adolescence/Early Adolescence-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. 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, minor, concentrations & professional coursework; passing content competency benchmarks; and/or ACTFL oral & written proficiency rating of "Intermediate-High" for modern language certification candidates. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

EDS 495 Cr.1-11

Teaching Internship

Teaching internship is a full day, full school semester, professional experience in selected PK-12 schools with qualified, approved cooperating teachers. Orientation, seminars, and other professional experiences are also required. Must apply and be selected for an approved internship opportunity through the Office of Field Experience. Must be licensed as an intern according to PI 34.028 of Wisconsin State code for educator licenses. Registration occurs through the Office of Field Experience only. Prerequisite: completion of other education course requirements; appropriate education faculty recommendation; 3.0 cum GPA; passing content competency benchmarks; ACTFL oral & written proficiency rating of "Intermediate-High" for world language certification teacher candidates; passing scores in WI Foundations of Reading Test for EC-MC & MC-EA teacher candidates; acceptance into internship opportunity by Office of Field Experience. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

EDS 496 Cr.1-11

Student Teaching: Middle/High School Education (4-12)

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, concentration, and professional coursework; passing content competency benchmarks. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

EDS 497 Cr.1-11

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.

RDG 475 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. Repeatable for credit - maximum six. Prerequisite: junior standing. Offered Occasionally.

SPE 200 Cr.3

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.

SPE 207 Cr.3

American Sign Language and Deaf Culture I

Students will use American Sign Language to learn about communicating with individuals with a hearing loss in the elementary school setting. Students will explore deaf culture, intricacies of working with individuals with a hearing loss, including appropriate accommodations, modifications, and assistive technology. Offered Fall, Spring.

SPE 214 Cr.3

American Sign Language and Deaf Culture II

Students will extend the use of American Sign Language to learn about communicating with individuals who have a hearing loss. Students will further explore deaf culture, intricacies of working with individuals who have a hearing loss, including appropriate dialects, accommodations, modifications, and assistive technology. Prerequisite: SPE 207. Offered Fall, Spring.

SPE 300 Cr.3

Designing Sustainable Inclusive Classrooms

Establishing and maintaining productive learning environments is a key feature of an effective globally responsive educator's classroom. In this course, students will integrate foundational knowledge and learn how to create a classroom environment using developmentally-appropriate and responsive pedagogy based on the belief that all students have a variety of assets and all can learn at high levels. Key features of this class are understanding the role of the educator in intentionally creating learning opportunities uniquely designed for diverse learners and evaluating effectiveness in inclusive settings. Viewed through the lens of developmentally-appropriate and responsive practices, students will apply pedagogical frameworks to create a supportive classroom that will increase the likelihood of success for all learners and evaluate the impact of the practices to inform their teaching (e.g., Universal Design for Learning and Trauma-Informed Practices). Prerequisite: SPE 200 or SPE 401; EDS 402 or concurrent enrollment; admission to teacher education. Students cannot earn credit in both EDS 463 and SPE 300. Offered Fall, Winter, Spring, Summer.

SPE 340 Cr.3

Collaborative Partnerships and Transitions for Students with Disabilities

Effective communication and collaborative relationships between parents, students, and school and community personnel in a culturally responsive environment is an essential component of being a globally responsive educator. Students receiving special education services are supported by educational teams composed of students, parents, education professionals, and agency representatives. This course is designed to prepare special education teacher candidates for the responsibilities related to collaboration and transition associated with serving students with special education needs in grades K-12. This course focuses on effective collaboration processes as well as the development of transition plans for students with specific learning disabilities, emotional/behavioral disabilities, and intellectual disabilities; and the impact transition plans have on educational curriculum, instructional practices, career development, and placement practices. Prerequisite: SPE 200 or SPE 401. Offered Fall, Spring.

SPE 401/501 Cr.3

Introduction to Exceptional Individuals

This course is a general survey of exceptional individuals (disabled and gifted) from birth to 21 years of age. It provides an introduction to special education including history, law, definitions and classification systems, characteristics, etiology, provision of services and educational interventions and procedures related to the various disabilities covered under the law. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: successful completion/concurrent enrollment in one of the following courses: ART 361, BIO 454, CHM 454, ECE 327, EDS 351, EDS 402, ENG 355, HIS 304, MTH 454, MUS 378, MUS 379, or PHY 454; admission to teacher education; junior standing. Offered Fall, Winter, Spring, Summer.

SPE 420 Cr.3

Advanced Literacy and Math Practices for K-12 Students with Persistent Academic Challenges

This course will prepare teacher candidates with theoretical frameworks and practical applications of evidence-based practices in the areas of literacy and math. Teacher candidates will deepen their understanding of various developmental, remedial, and compensatory literacy and math evidence-based practices, critically analyze them, and apply their learning with students with exceptionalities in K-12 settings. These skills will allow teacher candidates to identify students who will experience school failure in the areas of math and literacy if they do not receive instruction that is responsive to their needs, evaluate and monitor their teaching effectiveness, and improve learning outcomes. Prerequisite: concurrent enrollment in SPE 460 or EDS 446; admission to teacher education. Offered Fall, Spring.

SPE 424 Cr.3

Advanced Practices for Students with Challenging Behaviors

This course will allow teacher candidates to use effective and varied behavior management strategies to support and enhance students' successful engagement and participation in the classroom. They will learn about laws and policies impacting behavior management planning and implementation; functional behavioral assessment and the use of its information in designing behavior intervention plans and making decisions for the student and the program; understand the rights and responsibilities of families and other professionals in assessing the needs of the student and the use of different behavior management strategies; and evaluate and modify instructional practices and monitor the progress of students with challenging behaviors. Teacher candidates are expected to perform at least 10 hours of clinical work with K-12 learners, by arrangement with the instructor. Lect. 2, Lab 1. Prerequisite: concurrent enrollment in SPE 460 or SPE 461; concurrent enrollment in SPE 446 or SPE 447 or SPE 455; admission to teacher education. Consent of department. Offered Fall, Spring.

SPE 430 Cr.1

Seminar in Special Education

This course provides teacher candidates, currently student teaching, to have directed discussions regarding issues that are occurring in the special education or inclusionary general classroom settings. Candidates will meet on-campus to analyze and discuss their experiences with their peers. This course is designed for persons seeking initial teaching licensure in general education and cross-categorical special education. Prerequisite:completion of all special education certification courses; completion of all general education licensure requirements for student teaching; junior standing; to be taken concurrently with SPE 483 or SPE 484. Consent of department. Pass/Fail grading. Offered Fall, Spring.

SPE 446 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: SPE 401; EDS 402; admission to teacher education; concurrent enrollment with SPE 424 and SPE 461; junior standing. Consent of department. Offered Fall, Spring.

SPE 447 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 age level. Prerequisite: SPE 401; EDS 351; admission to teacher education; concurrent enrollment with SPE 424 and SPE 461; junior standing. Consent of department. Offered Fall, Spring.

SPE 452 Cr.3

Assessment in Special Education

This course focuses on the role assessment plays in the diagnosis of a disability, determination of eligibility for special education services, and education of students with disabilities according to IDEA (the Individuals with Disabilities Education Act). Students will become familiar with the High Leverage Practices for assessment identified by the Council for Exceptional Children, including the use of multiple sources of information to develop a comprehensive understanding of a student's strengths and needs, interpretation and communication of assessment information with stakeholders to collaboratively design and implement education programs, and the use of student assessment data to analyze instructional practices and make necessary adjustments that improve student outcomes. Prerequisite: SPE 200 or SPE 401; SPE 300 or EDS 463 or concurrent enrollment; admission to teacher education. Offered Fall, Spring.

SPE 455 Cr.3

Methods in Cross-Categorical Special Education (K-12)

This course focuses on curriculum, methods, and strategies used in educating students with exceptionalities in various educational settings. Topics covered within this course include approaches to learning and teaching, Individualized Education Program (IEP), Social and Emotional Learning (SEL), learning strategies, content, and study skills. Teacher candidates will deepen their understanding and apply their learning with students with exceptionalities. Prerequisite: EDS 402; concurrent enrollment in SPE 424 and SPE 460; admission to teacher education. Consent of department. Offered Fall, Spring.

SPE 460 Cr.3

Field Experience in Special Education (K-12)

This course is a field experience for teacher candidates students seeking cross-categorical special education (K-12) licensure. Teacher candidates are placed in a variety of educational settings (e.g., special education setting, inclusive setting, interim alternative educational setting) in which they will observe, design, and implement various pedagogical practices with students with exceptionalities (i.e. specific learning disabilities, emotional and behavioral disorders, intellectual disabilities, etc.), and become familiar with special education teacher responsibilities. Teacher candidates will be under the direct supervision of a certified special education teacher and university supervisor (course instructor). Prerequisite: EDS 402; SPE 300; concurrent enrollment in SPE 424 and SPE 455 (concurrent enrollment in other field experience courses is not permitted); admission to teacher education. Consent of department. Offered Fall, Spring.

SPE 461 Cr.2

Field Experience 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 including specific learning, emotional/behavior, and cognitive disabilities and become familiar with special education teacher responsibilities. This experience consists 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/early 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. A multi-day, consistent schedule (typically three consecutive half days) to participate in the field experience classroom will be established by the course instructor in consultation with the teacher candidate and cooperating teacher. Prerequisite: SPE 401; EDS 351 or EDS 402 (concurrent enrollment with any other field course is not permitted); admission to teacher education; concurrent enrollment in SPE 424 and either SPE 446 or SPE 447; junior standing. Consent of department. Offered Fall, Spring.

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. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Repeatable for credit - maximum six. (Maximum three credits applicable to master's degree). Prerequisite: junior standing. Offered Occasionally.

SPE 483/583 Cr.1-11

Student Teaching Cross-Categorical Special Education: Middle Childhood-Early Adolescence

Student teaching is a full-day, full school semester 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 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. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: concurrent enrollment in SPE 430. Completion of special ed. certification courses; all requirements in education, including special methods courses; appropriate education faculty recommendation; 2.75 cum GPA and 2.75 GPA in major/minor/concentrations/prof. coursework; passing content competency benchmarks; passing scores in WI Foundations of Reading Test. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

SPE 484/584 Cr.1-11

Student Teaching Cross-Categorical Special Education: Early Adolescence-Adolescence

Student teaching is a full-day, full school semester 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 and cross-categorical special education at early adolescence/adolescence level. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: concurrent enrollment in SPE 430. Completion of special ed. courses and all education requirements, including special methods courses; appropriate education faculty recommendation; 2.75 cum GPA and 2.75 GPA in major, minor, concentrations & professional coursework; passing content competency benchmarks; passing scores in WI Foundations of Reading Test. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

SPE 495 Cr.1-11

Teaching Internship in Special Education

Teaching internship in Special Education is a full day, full school semester, professional experience in selected PK-12 schools with qualified, approved cooperating teachers. Orientation, seminars, and other professional experiences are also required. Must apply and be selected for an approved internship opportunity through the Office of Field Experience. Must be licensed as an intern according to PI 34.028 of Wisconsin State code for educator licenses. Registration occurs through the Office of Field Experience only. Prerequisite: completion of other education course requirements; appropriate education faculty recommendation; 3.0 cum GPA; passing content competency benchmarks; passing scores in WI Foundations of Reading Test for SPE teacher candidates; acceptance into internship opportunity by Office of Field Experience. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

SPE 497 Cr.1-11

Student Teaching: Cross-Categorical Special Education (K-12)

This course is designed for candidates seeking initial licensure in K-12 cross-categorical special education. 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. This experience includes placement in a regular and special education and/or inclusive regular education public school classroom that serves K-12 students with and without exceptionalities. This experience provides a setting where student teachers demonstrate planning, teaching, and assessment abilities related to K-12 students with and without exceptionalities. Student teachers work under the immediate supervision of regular and special education certified teachers and a university supervisor. Orientation, seminars, and other professional experiences are also required. Registration occurs through the Office of Field Experience only. Prerequisite: concurrent enrollment in EDS 492; completion of education requirements, including special methods courses; appropriate education faculty recommendation; 2.75 cum GPA and 2.75 GPA in major and professional coursework; passing content competency benchmarks; passing scores in WI Foundations of Reading Test. Consent of department. Satisfactory/Unsatisfactory grading. Offered Fall, Spring.

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. Repeatable for credit - maximum three. Prerequisite: consent of advisor. Consent of instructor. Consent of department. Offered Occasionally.

+TSL 200 Cr.1

Introduction to English Language Learners and Advocacy

In this course, students develop their understanding of and sensitivity to cultural diversity in the United States through the study of English learners (ELs) in public schools. Course topics include discovery of who ELs are, their educational rights, special challenges they may face in schools, and how to address those challenges. Students engage in inquiry-based learning as they ask essential questions about linguistic diversity, education, and educating a multilingual society. Students also learn to evaluate school environments for ELs, and practice skills needed to advocate for ELs. Students apply their knowledge through case studies, role plays, and online and face-to-face discussions. Seven-week course. Prerequisite: EDS 203 or EDS 206 recommended. Offered Fall, Winter, Spring.

TSL 250 Cr.3

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.

TSL 340 Cr.3

The Study of Language

This course offers an introduction to the study and nature of human language. Students investigate the structure of languages in general. They apply that structure to English and compare it to other languages. Prerequisite: ENG 110 or ENG 112; MLG 204 or a foreign language at the 102 level or higher. Students cannot earn credit in both ENG 331 and TSL 340. Offered Fall.

TSL 345 Cr.3

Intercultural Interactions

In this course, students learn about cultural influences in education and develop their ability to successfully navigate intercultural interactions while working with diverse populations within the United States or internationally. Course topics include definitions of culture, its deep structure and surface level expressions, relationships between culture and language and individual identity, how culture is expressed and transmitted in education, culturally-responsive teaching, and intercultural competence. Students compare their own cultural values across diverse groups and learn to apply culturally responsive pedagogy to diverse teaching contexts where they are likely to work in the future. Depending on individual focus, students create a case study or a unit plan focused on teaching culture and improving intercultural interactions. Students leave this course with greater cultural awareness, an understanding of how cultures are learned and taught, especially in educational settings, and the intercultural competence to live and work with those from cultures distinct from their own. Prerequisite: one of the following: AP foreign language score of 3 or higher; placement into 201-level or higher foreign language course; score 70 or higher on La Crosse Battery (non-native speakers of English); grade "B" or better in 102-level or higher foreign language course taken at UWL (taught in foreign language). Offered Spring.

TSL 400/500 Cr.3

Teaching English to Speakers of Other Languages (TESOL) Policies and Program Models

An overview of the teaching of English to speakers of other languages (ESOL) in the United States, topics include the history of bilingual and ESOL educational policies and practices in the U.S., historical and current program models for teaching English learners (ELs), and content-based instruction. Students learn how to plan for EL instruction in general education and ESOL classes. In addition, students develop skills to advocate for ELs in educational settings. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: TSL 345 or ENG 331; junior standing. Offered Spring.

TSL 420 Cr.1

TESOL Field Seminar

This course is designed to equip TESOL teacher candidates with a solid understanding of the theoretical and research-based second language acquisition processes in practice. Teacher candidates will learn about and practice the complex processes of planning instruction for ELs, engaging ELs in learning, and assessing EL learning. Candidates will further develop understanding and practices related to the topics of academic language, co-planning and co-teaching, intercultural communication, professionalism and advocacy and teacher performance assessment (edTPA). Prerequisite: TSL 400 or TSL 463 or concurrent enrollment; must be taken concurrently with EDS 402 or EDS 446; admission to teacher education. Consent of department. Offered Fall, Spring.

TSL 425 Cr.3

Global Issues in TESOL

The study of global English, cross-cultural second language proficiency standards, and sociopolitical issues related to educational practices. Students explore relationships between teaching English to speakers of other languages (TESOL) and current events in three or more world regions. Prerequisite: admission to teacher education or completion of one course from the following: ANT 196; CST 332; MLG 340; ENG 331, ENG 332, ENG 334; PHL 311; PSY 282, PSY 436; TSL 400. Offered Occasionally.

TSL 450/550 Cr.1-3

TESOL National/International Internship Program

Through the TESOL Internship, students gain practical experience tutoring or teaching non-native speakers of English in a variety of settings, including high school tutoring programs, adult literacy programs, after-school enrichment programs, university-level ESL programs, and EFL programs abroad. Undergraduates who are seeking ESL licensure must complete at least one credit in a high school (grades 9-12) setting. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Repeatable for credit - maximum three. Prerequisite: TSL 400 or TSL 463 or concurrent enrollment; consent of TESOL director; junior standing. Consent of instructor. Pass/Fail grading. Offered Fall, Winter, Spring, Summer.

TSL 463/563 Cr.3

Teaching English to Speakers of Other Languages (TESOL) Methods

This course increases students' understanding of techniques and methods to teach English as a second or foreign language (ESL/EFL). Students identify the historical development of approaches and methodologies for teaching ESL/EFL, understand foundational principles of teaching ESL/EFL, and explore individual English learner (EL) differences, including age/grade level and language proficiency level, and how to account for these in instruction. Students also further develop the skills to plan instruction, including lesson and unit plans, and master teaching techniques for each of the four skills, grammar, and vocabulary. Additionally, students explore materials and technology available for teaching ESL/EFL. This course is taught largely at an undergraduate level. Graduate students will have additional course requirements/expectations. Prerequisite: TSL 345 or ENG 331; junior standing. Offered Fall.

TSL 498 Cr.1-3

Independent Study

Field work, research, individual projects in a specific area related to teaching English to speakers of other languages. Repeatable for credit - maximum six. Prerequisite: junior standing. Consent of instructor. Offered Occasionally.