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ED 440 - ESL II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students will learn the principles and processes of first and second language acquisition in conjunction with language development and environment and explore internal and external factors that impact acquisition and learning. In addition, the interrelatedness of L1 and L2 and the transfer/relation of the four communication skills (reading, writing, speaking, and listening) will be mastered. Literacy precepts and the foundations of ESL and program types will be applied in the implementation of an effective multicultural learning environment.Students will understand the inter-relatedness of listening, speaking, reading, and writing and use this knowledge, as well as individual differences and personal factors, to select and use effective strategies to enhance ESL students’ literacy development, emphasizing appropriate differentiation for language proficiency and development. Fieldwork is required as a mandatory regularly scheduled lab.
Offered Spring
Prerequisite(s): ED 262, Education majors, junior standing
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ED 445 - Corrective Reading
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
A study of the methods of diagnosing, evaluating, and instructing children with reading disabilities. The course will study individual test factors contributing to reading difficulty, develop strategies for assessing and correcting reading difficulty. Understanding the role of the classroom teacher and specialist in working with children who find reading difficult will also be explored.
Prerequisite(s): ED 425.
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ED 448 - Pre-Study Abroad
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
This course will focus on marginalization of students in the United Kingdom. It should be taken by students planning to attend the summer study abroad experience.
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ED 453 - Mth Tch Art & Des: Earl Chd-Earl Adol
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is the study and application of the assessment strategies, methods, and materials for teaching and learning art and design in early childhood through early adolescence (birth-age 13). A practicum is required. Cross-listed ART466
Course Fee: $20
Prerequisite(s): Emergent Professional Transition.
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ED 454 - Business Methods I
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
An overview of business education: mission, program breadth, experiential foundations, and variety of school configurations including career clusters experience.
Prerequisite(s): Aspiring Professional Transition; satisfactory completion of PRAXIS II; fundamental skills in keyboarding and information processing including MS Word, Access, Excel, PowerPoint; and approval of instructor.
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ED 455 - Business Methods II
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course emphasizes program standards, curriculum development, classroom management in business education, and specialized methods in accounting, business law, and information processing. a practicum is required. Cross-listed ED 651B
Offered Fall, Spring
Prerequisite(s): Aspiring Professional Transition; satisfactory completion of PRAXIS II; fundamental skills in accounting, business law, keyboarding and information processing, including MS Word, Access, Excel, PowerPoint; and approval of instructor.
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ED 456 - Methods of Teaching Music K-8
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is the study of methods and materials for effective work in K-8 settings, including conceptual and philosophical grounding in general music and performance curricula. Practicum included. Cross-listed MUS456
Prerequisite(s): Emergent Professional Transition required or approval of School of Education.
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ED 457 - Methods of Teaching Music 6-12
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
The study of methods and materials for effective work in 6-12 settings, including conceptual and philosophical grounding in general and performance curricula. Practicum included. Cross-listed MUS457
Prerequisite(s): Emergent Professional Transition required or approval of School of Education.
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ED 458 - Meth Teachng Art: Early Adol - Adol
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Assessment strategies, methods, and materials for teaching and learning art and design in early adolescence through adolescence. Includes a practicum. Must be taken in sequence with ART 466 . Cross-listed ART468
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ED 459E - Methods: English
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Theory and practice of methodologies. Required for all students seeking English teaching licensure. Cross-listed ED 651E
Prerequisite(s): Emergent Professional transition and declared English teaching major or minor.
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ED 459F - Methods: For Lang: Early Child-Adol
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Theory and practice of methodologies. Required for all foreign language teaching majors and minors. As the School of Education expands the role of engaged learning in community partnerships, greater reliance will be placed on professional development school experiences in off-campus settings. This course will occasionally be used to facilitate that goal. Cross-listed SP/FR459FED651F
Prerequisite(s): Emergent Professional.
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ED 459H - Methods: History
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Theory and practice of methodologies. Required for all students seeking BFSS and History teaching licensure. Cross-listed HIST459/ED651H
Prerequisite(s): Emergent Professional transition and declared BFSS or history teaching major or minor.
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ED 459M - Methods: Math in Secondary Schools
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to provide an integrative study of curriculum and instruction in mathematics for middle/secondary level teaching including appropriate research and practice in learning theories, curriculum development, teaching methods, instructional materials, evaluation and assessment. Emphasis will be placed on the NCTM Principles and Standards for School Mathematics and the Common Core State Standards for Mathematics. Cross-listed MATH459/ED651M
Offered Fall
Prerequisite(s): CORE Test, Praxis II and completion of the Emergent Professional Transition.
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ED 459P - Teaching of Theatre Arts
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
The course will focus on curriculum building for the theatre arts classroom, teaching techniques for beginning acting, and the historical background of theatre in education. A strong component of the course is the inclusion of theatre encounters with individuals involved in co-curricular theatre programs. Students will be working with an outside co-curricular theatre program to learn about structure, planning and implementation of co-curricular theatre programs. Emphasis will be on student-faculty-administration relationship, budget control, facilities use, and theatre management related to school productions. Cross-listed THA459P
Offered Spring
Prerequisite(s): Emergent Professional transition and declared theatre arts teaching major or minor.
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ED 459Q - Meths: Oral Intrp: Early Child-Adol
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 4
Theory and practice of methodologies. Required for all students seeking Theatre teaching licensure.
Prerequisite(s): Emergent Professional transition and declared theatre arts teaching major or minor
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ED 459U - Methods: Computer Science
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 4
Theory and practice of methodologies. Required for all students seeking Computer teaching licensure.
Prerequisite(s): Emergent Professional transition and declared computer science teaching major or minor.
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ED 460 - Seminar
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Topics and credits to be determined and approved by the School of Education. Teaching art and design to children in pre-kindergarten through grade 8. See ART 466 .
Prerequisite(s): Admission to Teacher Education and student teaching or consent of Art and Education Departments.
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ED 461 - ESL Methods & Assessment
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Explores areas of practice that have a bearing on curriculum and instruction, assessment, and materials and leads students to develop their own curriculum design projects. Considers issues in language assessment including reliability, validity, test bias and standardization and explores alternative authentic evaluation practices. Includes a Practicum Experience.(ESL Teacher Standards 2, 3, 4)
Prerequisite(s): ED 260 & ED 262 .
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ED 472 - ESL Student Teaching
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 4
Provides students with an opportunity for supervised teaching experience in an ESL setting.
Prerequisite(s): admission into Licensure
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ED 473 - Bilingual Methods & Assessments
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Explores areas of practice that have a bearing on biliteracy development, bilingual instruction, assessment, and materials and leads students to develop their own curriculum design projects. Considers issues in multi language assessment including reliability, validity, test bias, and standardization and explores alternative authentic evaluation procedures. Includes a practicum experience.
Prerequisite(s): ED 260 and ED 262 .
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ED 474 - Bilingual Student Teaching
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Provides students with an opportunity for supervised teaching experience in a bilingual setting.
Prerequisite(s): admission into Licensure.
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ED 475 3 - Child Life Internship
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
This course will provide students with the opportunity to apply academic and clinical skills learned in the classroom in a professional program setting under the supervision of a Certified Child Life Specialist. Students will be required to explore the application of their unique background and foundation included with interpersonal skills to develop a philosophy and professional standard that will encourage their emerging role as a family centered health care professional. Consideration of all current aspects of multidisciplinary health care will be included as students create an understanding of medical, psychosocial, and ethical care of children in hospitals and health care settings.
Offered Fall, Winterim, Spring, Summer
Prerequisite(s): Completion of all other coursework.
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ED 476 - Rdng and Literacy in Content Areas
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides teachers of students in early adolescence through adolescence with practical strategies that develop effective readers and learners in content areas. It emphasizes teaching methods and insights to improve students’ ability to handle the reading demands of content classrooms. Explores strategies and approaches that help students apply reading, writing, speaking, and study skills to think and learn about content. Practicum is required. As the School of Education expands the role of engaged learning in community partnerships, greater reliance will be placed on professional development school experiences in off-campus settings. This course will occasionally be used to facilitate that goal.
Prerequisite(s): ED 220 or ED 215 ; Emergent Professional Transition required or approval of School of Education.
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ED 479 - Independent Study - Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Topics and credits to be determined and approved by the School of Education.
Prerequisite(s): consent of instructor.
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ED 480 - Student Tchng: Nursery
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 6
ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 481 - Student Tchng: Kindergarten
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 12
ED 480 through ED 490and ED 493require concurrent enrollment in ED 402include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 482 - Student Tchng: 1-3 EC-MC
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 4
ED 480 through ED 490and ED 493require concurrent enrollment in ED 402include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 483 - Student Tchng: 1-9 MC-EA
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 483A - Student Teaching Abroad
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 6
Student teaching abroad, grades 1-9.
Prerequisite(s): ED 401
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ED 483B - Student Teaching: 1-9 MC-EA & ESL
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401 and ED 450.
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ED 483C - Student Teaching 1-9 MC-EA & Bilng
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401 and ED 473 .
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ED 484 - Student Tchng: Bus EC-A
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): Approval of the School of Education, ED 401 .
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ED 485A - Internship Grades 1-9 EC-MC
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
ED 484 Student teaching as an Internship gr.1-9 (EC-MC).
Prerequisite(s): Requires special permission from the School of Education.
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ED 485B - Internship Grades 6-12, MC-EA
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student Teaching as an internship grade 6-12 (MC-EA).
Prerequisite(s): Requires special permission from the School of Education.
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ED 486 - Student Tchng: EC:SE
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 4
Student teaching Early Childhood Special Education (EC:SE). ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required.
Prerequisite(s): All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching, ED 401 .
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ED 487 - Student Teaching: Secondary EA-A
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student teaching for secondary grades 6-12, EA-A. ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 488 - Student Teaching Art & Des EC-A:RE
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student teaching experiences required for the Art and Design Teaching license Early Childhood through Adolescence. ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required.
Prerequisite(s): All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching, ED 401 .
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ED 489A - Student Teaching Music General EC-A
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 12
Student teaching: Music general EC-A. ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Cross-listed MUS489A
Prerequisite(s): ED 401 .
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ED 489B - Student Teaching Music Choral EC-A
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 12
Student teaching for Music Choral EC-A. ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Cross-listed MUS489B
Prerequisite(s): ED 401 .
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ED 489C - Student Teaching Music Instrum EC-A
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 12
Student teaching for Music instrumental EC-A. ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Cross-listed MUS489C
Prerequisite(s): ED 401 .
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ED 490 - Student Tchng: Foreign Lang EC-A
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student teaching for program licensing requirement. ED 480 through 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 491 - Field Course in Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Student teaching: Music general EC-A. ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 493 - Student Teaching: Theatre EC-A
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student teaching for program licensing requirements. ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 495 - Research in Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Topics and credits to be determined and approved by the School of Education.
Prerequisite(s): None.
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ED 499 - Workshop in Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Topics and credits to be determined and approved by the School of Education.
Prerequisite(s): None.
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ED 596 - Accelerated Secndry Prg Orientation
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
A non-credit mandatory orientation for candidates admitted to the Accelerated Secondary Program (ASP).
Offered Fall, Spring
Prerequisite(s): Admission to the ASP program.
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ED 597 - ESL Bilingual Ed Orientation
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
A mandatory program orientation for candidates enrolled in the ESL or bilingual licensing sequence at the graduate level. Program information, certification requirements, and portfolio instructions will be provided. This course is required during the candidate’s first semester of program enrollment.
Offered Fall, Winterim, Spring, Summer
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ED 598 - ESL Bilingual Orientation Online
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
A mandatory program orientation for candidates entering the online ESL and/or bilingual education licensure program.
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ED 598S - Cross-Categorical Orientation
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
This non-credit course orients cross-categorical graduate students to program and licensure requirements.
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ED 599 - Adv Cert Elem Orientation
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
This course provides orientation for students admitted to the Advanced Certification Elementary program.
Offered Fall, Winterim, Spring, Summer
Prerequisite(s): admission to the ACE program.
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ED 600 - Workshop Current Trnds in Ed
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Emerging trends in education. Topics vary.
Prerequisite(s): None.
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ED 600A - Initial Educators Wi PDP Training
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Emerging trends in education. Topics vary.
Prerequisite(s): None.
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ED 600W - Curr Trends in Ed: Windows 95/Intnt
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
Prerequisite(s): None.
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ED 601 - Foundations of Instruction
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Research-based study of teaching and learning, including review of instructional models and their use with varied age groups and programs.
Prerequisite(s): None.
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ED 601A - Foundations of Instruction
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
ED 601A (Foundations of Instruction) has been designed to introduce teacher candidates to effective instruction, which includes planning, assessments, and instructional strategies. In this course, we will explore the Teaching-Learning Cycle, which will build teacher candidates’ conceptual understanding of the ways in which to understand and integrate assessment, planning, and instructional strategies in coordinated and engaging ways. We explore the Teaching-Learning Cycle while continuing to build upon Hardiman’s Brain-Targeted Teaching Model and culturally-responsive teaching practices. Practicum required.
Prerequisite(s): Admission to Accelerated Secondary Program.
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ED 602 - Curriculum Planning
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of curriculum planning at the elementary, middle, and secondary levels; topics include purpose, population, scope, sequence, evaluation, and development in curriculum design, including various approaches to curriculum organization and innovation.
Prerequisite(s): None.
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ED 602A - Curriculum Planning
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of curriculum design and planning at the middle and secondary levels with emphasis on inclusive content area curriculum development, and assessment and grading. Topics include: curriculum design, Universal Design for Learning,Wisconsin Model Academic Standards and Common Core Standards alignment, meaningful assignments, meaningful balanced assessment for learning, differentiation, accommodation,response-to-intervention, grading, and delivery of instruction.
Offered Fall, Spring, Summer
Prerequisite(s): Admission to ASP or consent of instructor.
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ED 603 - Introduction to Educational Resrch
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides a general introduction to educational research and ethnographic, qualitative and quantitative research methodologies. Students learn how to construct research statements, research designs and data collection tools; do literature reviews; collect and analyze data; write up research findings; and develop research proposals.
Prerequisite(s): Students in Graduate Education or Child Life only.
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ED 604 - Foundations of Adolescent Devt.
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Foundations of Adolescent Development: The primary requirement for successfully navigating adolescence is to develop a series of answers to the question “Who am I”? This course will examine the various ways in which this essential question is answered within the context of the physical, cognitive and social transitions occurring adolescence from ages 10 to 20 with a specific focus on middle andhigh school youth. Strategies for curriculum development and delivery will also be discussed.
Offered Fall, Spring, Summer
Prerequisite(s): Admission to Accelerated Secondary Program (ASP) or consent of instructor.
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ED 604A - Second Language Acquisition Content
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum and design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in the content areas while they develop a second language.
Prerequisite(s): Consent of the instructor.
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ED 604F - ESL Curriculum Design & Assessment
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will offer an historical study of the pedagogy of ESL in the development of oral and literacy skills. We will explore how current knowledge of second language acquisition and learning styles influence the development of effective approaches, methods, and materials for ELL students. Emphasis will also be placed on the complex issues of assessment, testing, and evaluation of ELL students.
Prerequisite(s): ED 604A or equivalent.
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ED 604G - Biling Ed Curric Design/Assessment
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will provide an in-depth review of the history and politics of bilingual education in the United states. A rationale for bilingual education will be developed as students reflect individually and collectively on their learning. Students will examine effective bilingual instructional methods in settings across the content areas. Review of current research and curricula will be used to develop practical applications for bilingual settings.
Prerequisite(s): ED 604A or equivalent.
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ED 605A - Language for Teachers I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an understanding of how language functions to achieve a range of purposes that are important in our daily lives, in school learning and in the wider community. It introduces a robust linguistic model that describes how language varies from context to contextand places knowledge about language at the core of classroom practice.
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ED 605B - Paradigms of ESL/Bilingual Educ
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will explore the sociolinguistic aspects of bilingualism and ESL/bilingual education. Students will explore: the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep cultural norms and social capital of immigrant and refugee students, strategies for culturally responsive literacy and discourse practices, ways to involve and encourage the bi-cultural student in the classroom, and theoretical assumptions and research pertaining to socio-linguistic and psycho-linguistic components of instruction.
Prerequisite(s): None.
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ED 605C - ESL/Bilingual Program Development
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course looks at the components of effective ESL program development and design. Certain state and federal guidelines that govern the development and delivery of programs will also be explored. Participants will learn how to advocate for ELL students and address policies and attitudes that affect ELL students, programs and teachers. Strong emphasis will be placed on exploring effective ways of collaborating with general education teachers.
Prerequisite(s): None.
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ED 605D - Biliteracy Development
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an understanding of how language functions in bilingual settings to achieve a range of purposes that are important in our daily lives, school learning and in the wider community. It places knowledge about language at the core of classroom practice and considers pedagogical implications for bilingual teachers.
Prerequisite(s): ED 604A or equivalent.
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ED 605E - Paradigms ESL/Bilingual-Elementary
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will explore the sociolinguistic aspects of bilingualism and ESL/Bilingual education in the elementary grades. Students will explore the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep norms and social capital of immigrant and refugee students, strategies for developing culturally responsive literacy and discourse practices, ways to involve and encourage the bi-cultural students in the classroom, and theoretical assumptions and research pertaining to sociolinguistic and psycholinguistic components of instruction as they relate to programmatic and instructional approaches for the elementary grades.
Offered Summer
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ED 605F - Paradigms ESL/Bilingual LA/SS
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will explore the sociolinguistic aspects of bilingualism and ESL/Bilingual education in the subject areas of social studies and language arts. Students will explore the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep norms and social capital of immigrant and refugee students, strategies for developing culturally responsive literacy and discourse practices, ways to involve and encourage the bi-cultural students in the classroom, and theoretical assumptions and research pertaining to sociolinguistic and psycholinguistic components of instruction as they relate to programmatic and instructional approaches for the middle and secondary grades as they relate to the subject areas of language arts and social studies.
Offered Summer
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ED 605G - Paradigms ESL/Bilingal-Math/Science
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will explore the sociolinguistic aspects of bilingualism and ESL/Bilingual education in the subject areas of math and science. Students will explore the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep norms and social capital of immigrant and refugee students, strategies for developing culturally responsive literacy and discourse practices, ways to involve and encourage the bi-cultural students in the classroom, and theoretical assumptions and research pertaining to sociolinguistic and psycholinguistic components of instruction as they relate to programmatic and instructional approaches for the middle and secondary grades as they relate to the subject areas of math and science.
Offered Summer
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ED 605H - Paradigms of Adult ESL/Bilingual Ed
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will explore the sociolinguistic aspects of bilingualism and English language development. Students will learn about the history of US immigration trends, processes of acculturation, and an historical overview of language instructional models. Theoretical assumptions and research pertaining to sociolinguistic and psycholinguistic components of ESL instruction will be explored with an emphasis on developing culturally responsible literacy and discourse practices for the adult learner.
Offered Summer
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ED 605I - Paradigm of ESL/Bil Ed in Sp Educ
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will explore cultural, social, linguistic and political aspects of bilingual/bicultural education with an emphasis on understanding the ELL student in a special education context. Immigration, its history, and its impact on educational practice and language instruction will also be explored with an emphasis on the psychological adaptation process for special education immigrant and refugee students and their families. Intercultural communication and competence will be examined through the prism of culturally relevant pedagogy and educational empowerment through family and community engagement.
Offered Summer
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ED 605K - Language Analysis & Bilingualism
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to introduce us to the study of language from a broadly communicative approach including a Systemic Functional Linguistic perspective. Emphasis will be placed on contrastive analysis, learning how to investigate language, understanding cross-linguistic transfer, and how each impacts our promotion of biliteracy. Offered in Spanish and English.
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ED 607 - Change Agents in Families Schools
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course looks at change and the supports and barriers for instituting change. Students are encouraged to develop understandings of ethical considerations and the dynamics of change and to develop their own project to initiate a societal change in a family, community, or school setting.
Prerequisite(s): None.
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ED 608 - Adult Stages of Learning
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores the developmental life stages of adult learning and transformative learning experiences that meet the needs of adult learners.
Prerequisite(s): None.
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ED 609 - Philosophy & History of Catholic Ed
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of the history and philosophy of Catholic education with particular emphasis on the American context.
Prerequisite(s): None.
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ED 610 - Selected Topics Foundations of Ed
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Research findings from various disciplinary perspectives, which bear important implications for educational practice.
Prerequisite(s): None.
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ED 611 - Approaches to Literacy
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on major historical developments in the teaching of reading including influential literacy paradigms and their impact on teaching and curriculum. In particular, students will be introduced to socio-linguistically informed approaches.
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ED 612 - Issues in Ed: The Urban Setting
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Social and professional issues which bear significance for urban education. Topics vary.
Prerequisite(s): None.
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ED 615 - Cross-Categorical Assess and Eval
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines principles and practices of identification and assessment for special needs pupils. Instruction and practice in statistical concepts and applications; item writing and test construction; selection, use and interpretation of standardized and teacher- made tests and observation techniques. Norm-referenced testing is emphasized.
Prerequisite(s): ED 210 , ED 220 , ED 230, or approved equivalency; Aspiring Professional Transition is required for licensing sequence.
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ED 616 - TRANSITION I & FAMILY PROCESS
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is a comprehensive overview of career and transition planning for the full spectrum of individuals with disabilities. Additionally, as a result of this class, students will be able to identify and participate in the objectives as identified by the Council of Exceptional Children, Division on Career Development and Transition as desirable competencies for secondary special educators. Through the lens of Social Justiceand considering ethical practice, the affects ofdisproportionality in transition education will be in the forefront. Candidateswill be provided accessto specialized supports and strategies for working with marginalized demographic youth, and their families.Finally, candidates will meet the requirements of the Wisconsin Department of Public Instruction relative to transition and family involvement issues. This course will provide an introduction to the effects of different disabilities on student career, vocational, and transition and student readiness for adult independence. Focus will involve the identification and study of effective and ethical practices and transition-related skill development for both inservice and preservice professional practitioners. Special emphasis will be placed upon families and family involvement, as related to State of Wisconsin supports and parent and family rights in the transition process.
Offered Fall, Spring, Summer
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ED 618 - Diversity, Culture, & Literacy
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an in depth study of ways of promoting literacy when informed by a sociolinguistics and a systemic functional linguistic perspective. It emphasizes the importance of developing multiple literacies and how this is a social justice issue for our schools.
Prerequisite(s): ED 611 and ED 686 or consent of instructor.
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ED 618A - Diversity in Adult Learning
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will explore the range of diversity among adult learners including race, age, gender, physical and cognitive ability, sexual orientation, economic status, and educational background and preparedness. Students will consider the implications of diversity for incorporating strategies that enhance the learning environment and success of all learners in classrooms and through broader institutional areas and activities.
Offered Spring
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ED 619 - Topics in Adult Learning
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Residential immersion experience: topics in adult learning.
Offered Summer
Prerequisite(s): consent of instructor.
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ED 620 - Intro to Educational Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides students with opportunities to learn about the many aspects of leadership and facilitation of change in education. The course explores the challenges and rewards that leader’s experience, successful practices which enhance student learning, and an opportunity to develop a personal leadership vision. Includes the study of the tasks and climate of leadership at the elementary, middle, and secondary levels necessary to understand personal, social, and organizational change.
Prerequisite(s): None.
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ED 620H - Introduction to Higher Ed Admin
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on theory and practice related to development of higher ed professionals. It covers historical context of higher ed and contemporary issues in organization, administration, and governance.
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ED 621 - School Business Administration
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Study of the social policy and operational foundations of public school finance including revenue sources, uniform state accounting system, financial planning and budgeting at federal, state, and local levels as well as the practical implications at the school building level for planning, budgeting, and resource allocation.
Prerequisite(s): None.
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ED 621H - Student Affairs in Higher Education
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an overview of the essential work of student affairs in higher education and its administration through research-based, theoretical, ethical, and best practices perspectives.
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ED 622 - The Principalship
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides students with an in-depth exploration of the principalship. The course explores the nature and functions of principal leadership in schools. Class readings, presentations, case study analysis, interview with principals, and strategies for creating positive and productive school learning environments will be features of the course.
Prerequisite(s): None.
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ED 623 - Adult Lrn Foundation and Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces students to the historical foundations and missions of higher education institutions, and also prepares them to be effective leaders. Students will explore leadership styles, administrative management and supervision and also examine strategies for continuous improvement and new program development.
Prerequisite(s): None.
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ED 624 - Literacy Development
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on pedagogies supporting literacy development in the elementary classroom inclusive of linguistically and culturally diverse students. Building upon ED 611 , it explores how literacy traditions, sociocultural theory, and key historical figures have influenced classroom practices in beginning literacy. Requirements for discussions and the final project assume students are currently teaching. Practicum required.
Offered Fall
Prerequisite(s): ED 611 .
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ED 625 - Inclusive School Law
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Ethical administration of school law is examined through topical explorations where students engage in ethical analysis of real life dilemmas involving school law: church-state relations, Equality in Education (including Equal Educational Opportunity (EEO), Bilingual and Second Language, AALANA , Gender Equity), student discipline, matters of attendance, instructional issues, students’ rights, tort liability, terms and conditions of employment, employee discipline, athletics, extracurricular, the provision of special education and related services, and Higher Education Law. Federal and state statutes, rules and regulations that govern the daily practice and the administration of schools as it applies to school administrators (principals, curriculum coordinators, athletic directors, business managers, etc.) are addressed through case based scenarios and case law.
Prerequisite(s): None.
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ED 627 - Assessing Literacy
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course emphasizes principles and guidelines behind assessing literacy. It introduces a developmental approach to assessing literacy based on systemic functional linguistics with attention to the academic language demands of schooling. Students are provided with ways of doing assessment resulting in useable diagnostic insight.
Prerequisite(s): ED 605A
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ED 628 - Mentorign, Coaching & Supervising
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This field-work intensive course promotes the art of supporting and nurturing education leaders and teachers who are in the process of reforming their own or their institution’s literacy practices. It focuses on critical ways for identifying needs, selecting instructional materials, developing phased implementation plans, and creating an open accountability culture to productively monitor effectiveness.
Prerequisite(s): None.
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ED 630 - Classroom Decision Making
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
An introduction to classroom teaching as an enterprise of making decisions; examination of decision-making theory and strategies for improving classroom teaching.
Prerequisite(s): None.
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ED 631 - Supervision of Instruction
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides students with the knowledge and skills that will enable them to be effective supervisors of educational personnel. Class activities will include study of various supervisory models, application of supervisory techniques to relevant case studies/school situations, and the formation of a personal supervisory plan applicable to a school setting.
Prerequisite(s): None.
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ED 633 - Seminar in Instructional Analysis
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Intensive study of approaches and strategies for analyzing and assessing teaching, with plans for improving classroom teaching.
Prerequisite(s): None.
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ED 635 - Diversity in the Classroom
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores the many issues (including race, gender, legal status, social class and sexual orientation) that are part of the diverse landscape in our schools today. We will consider issues of oppression and privilege, both as they inform the way inequitable societal structures have taken root in the US, as well as the ways those issues play out in the country, and in our schools, today. Culturally Responsive Teaching is a pedagogical stance that recognizes and honors the importance of students’ cultural realities in all aspects of learning. Culture is central to learning, playing a role not only in communicating and receiving information, but also in shaping the thinking process and beliefs ofgroups and individuals. Our goal is to define a pedagogical stance that acknowledges, responds to, and celebrates cultures, and strives to build an authentically inclusive community.
Offered Fall, Spring, Summer
Prerequisite(s): ACE, ASP, or XCAT students only.
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ED 636 - District Admin of Spec Ed & Pup Ser
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of administration and supervision of special education and pupils services at the district level, including assessment, planning, and coordination responsibilities.
Prerequisite(s): None.
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ED 637 - Dist Ad of Prgm Plnng/Eval/Stff Dev
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of the role and functions of administration as it relates specifically to curriculum and instruction at the district level, including assessment, staff development, and program coordination.
Prerequisite(s): None.
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ED 638 - Foundations of Dual Immersion
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will focus on the principles of dual language immersion. Participants will examine program models as they apply to the policies and practices that inform literacy curriculum and pedagogy in dual language-bi-literacy settings. The outcome of this course will be for educators to develop ideological clarity about quality dual immersion classroom practices.
Prerequisite(s): None.
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