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2019-2020 Edgewood College Catalog [ARCHIVED CATALOG]
Course Descriptions
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ED 94 - Human Issues in the Community
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
In this course students will look at something in their world that is related to social justice and find a way to be a part of the solution. The course requires volunteerism and community action. Students need to look at social issues from multiple perspectives and find ways they can effectively contribute toward positive change.
Prerequisite(s): admission to Cutting Edge program.
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ED 95 - Independent Living Seminar
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This course is designed to provide support to the Cutting Edge students who reside in ‘on campus’ student housing. Students who want to live in a residence hall receive support from a Cutting Edge Resident Support Person who is responsible for oversight of the safety and integration of Cutting Edge students. Students learn practical daily living skills such as money management, personal care, and effective interpersonal communication skills.
Prerequisite(s): admission to Cutting Edge Program
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ED 96 - Cutting Edge Career Exploration
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 2
This course offers a variety of short-term hands-on experiences in the business community, as well as job shadowing and company tours. Students learn how to access Career Services and prepare a resume and portfolio.
Prerequisite(s): admission to Cutting Edge program.
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ED 97 - Summer Outreach Project
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
This course is an independent living workshop that involves an independent living overnight component. Students will be involved in a one week intensive curriculum focused on daily living and functional skills carried out in the residence halls of the college campus. This experience will include such skills as grocery shopping, cooking, cleaning, and living away from home.
Prerequisite(s): admission to Cutting Edge program.
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ED 99 - Education Practcum Paraprofessional
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides students with a hands-on experience in the classroom. Students will actively participate in duties that are typically assigned to paraprofessional educators.
Prerequisite(s): Consent of Advisor.
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ED 101 - Praxis Prep: Reading and Writing
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
The Praxis I Prep will teach students proven test-taking strategies designed specifically for the Praxis I, including how to avoid decoys and choose the right answer on reading and math multiple choice questions. This class will look at relevant practice test questions from our practice tests.
Offered Spring
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ED 112 - Study Strategies & Time Management
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 2
This course is designed to equip students with effective study and time management strategies for success in all areas of life (college, independent living, and employment). Students will utilize technology, graphic organizers, and calendars to effectively manage their time and commitments. Fall Even Years
Offered Fall, Fall Even Years
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ED 113 - Assistive Technology Applications
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 2
This course is designed for students to explore various modes of technology to support all areas of life (college, independent living, and employment). Students will experience Assistive Technology in a hands-on environment, where they determine the most effective tools for their individual needs. SP Odd Years
Offered Spring, Spring Odd Years
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ED 114 - Language & Communication
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 2
This course is designed for students to develop their written and verbal communications skills in all areas of their life (college, independent living, and employment). Students will have the opportunity to apply these skills in real-world settings. Fall Odd Years
Offered Fall, Fall Odd Years
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ED 115 - Self-Determination
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 2
This course is designed for students to develop self-determination skills in order to be successful in all areas of their life (college, independent living, and employment). Topics include: advocacy, self-disclosure, communication, independence, and problem-solving. SP Even Year
Offered Spring, Spring Even Years
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ED 198A 1D - Ethos, Eclgy & Self: Ed Reconsderd
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This COR 1 course explores what it means to think about education through an exploration of self and mass media. The course challenges students to understand identity through intersectionalities of difference (race, class, gender, sexuality, etc.). This course looks at privilege and marginalization, challenging students to understand how discriminatory and restrictive interactions undermine human sustainability and socially just distributions of resources. Culturally relevant educational approaches and pedagogies will be explored for how they can work toward equitably supporting all peoples. Education majors may use this course to fulfill the ED 200 requirement.
Prerequisite(s): This course is for first semester freshmen or freshmen transfer students.
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ED 200 D - Ed & Identity in Plralistic Society
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students will explore, critically examine and experience the rich and varied cultural, linguistic and social diversity that comprises 21st century education and its history. Through self-analysis and reflection, students will gain a deeper understanding of what culture is and how it works, personal identity construction and the importance this personal awareness plays in the creation of a classroom culture that supports academic success for all students, regardless of cultural, social or linguistic background. Grounded in theories of intercultural competence, students will develop the knowledge, skills and attitudes necessary to engage students in ways that are culturally, socially and linguistically responsive and appropriate. Through materials and experiences facilitated in this course, students will gain an understanding of the ways in which social justice can be enacted in schools and the role of teachers as advocates and allies for an equitable, just and compassionate society. Course meets Wisconsin DPI American Indian Tribes requirement.Course will have a primary emphasis on Wisconsin Teacher Standards 3, 6, and 10 and will involve fieldwork. Cross-listed ETHS 200
Offered Fall
Prerequisite(s): Second year students only or consent of the School of Education.
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ED 200A - Conflict Resolution
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
ED 200A focuses on human relations and conflict resolution. Students will develop the knowledge, skills, and dispositions needed to work successfully in pluralistic classrooms and professional environments. The implications of individual and institutional discrimination will be examined through culturally significant characteristics (such as race, culture, socioeconomic status, language, ability, gender, gender identification, and sexual orientation) of individuals and groups within the United States, and the intersections among them. Through self- analysis and reflection, historical investigation linked with analysis of contemporary schools and society, school/ community-based experiences, and communication skill-building. Students will learn how to be responsive to the cultural contexts of communities and the dynamics of difference. Students will use their understanding of the past and present to inform their professional practice, and consider their role in working for positive change in the face of complexity. Course meets Wisconsin DPI Conflict Resolution requirement. This course will involve fieldwork.
Prerequisite(s): Consent of the School of Education.
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ED 200B - American Indian Tribes of Wisconsin
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
Students will develop the knowledge, skills, and dispositions needed to work successfully in pluralistic classrooms and professional environments. The implications of individual and institutional discrimination will be examined through culturally significant characteristics (such as race, culture, socioeconomic status, language, ability, gender, gender identification, and sexual orientation) of individuals and groups within the United States, and the intersections among them. Through self- analysis and reflection, historical investigation linked with analysis of contemporary schools and society, school/ community-based experiences, and communication skill-building. Students will learn how to be responsive to the cultural contexts of communities and the dynamics of difference. Students will use their understanding of the past and present to inform their professional practice, and consider their role in working for positive change in the face of complexity. Course meets Wisconsin DPI American Indian Tribes requirement. This course will involve fieldwork.
Prerequisite(s): Consent of the School of Education.
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ED 201 - Teacher as Inquirer I: Ref Prac
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
This practicum-based course (in a formal classroom setting) explores the teaching profession and introduces students to the conceptual framework, program, and portfolio at Edgewood College. The practicum site will be used as a learning laboratory to develop skills in observation, analysis, and reflection, and make use of the practicum to promote professional growth. Students should be prepared to participate in a wide variety of classroom activities, which may include observation, one-on-one tutoring, small group facilitation and whole class interaction. Course includes seminar meetings as arranged by instructor, which may be held off campus. This course will involve practicum.
Prerequisite(s): second year students only sophomore status required or consent of the School of Education.
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ED 205 - FINDING PURPOSE, MAJOR, CAREER
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
This course is intended to help you learn, develop and practice the skillsessential for finding employment that matches your interests and values. Who are you? What special skills do you bring to the workforce? What are your interests and what do you hope to do with them someday? We will help you to develop professional goals related to your career interests, research different careers and skills, and be better prepared to find your path after college.
Offered Fall
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ED 210 J - Infancy and Childhood
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to provide a study of the physical, cognitive, social, and emotional development of the child through prenatal, infancy, early childhood, and middle childhood periods. It will focus on the comprehension, application, and analysis of theories and issues of childhood, including social, emotional, intellectual, physical, and moral development and learning. Special attention is given to educational implications for children from diverse backgrounds. A 20-30 hour practicum is required.
Prerequisite(s): ED 201 or concurrent, declared Child Life major, or consent of the instructor.
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ED 215 J - Infancy through Young Adult
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to provide a study of the physical, cognitive, social and emotional development of the child through prenatal, infancy, early childhood, middle childhood, pre-adolescence, adolescence, and young adulthood periods. It will focus on: (a) the comprehension, application, and analysis of theories and issues of childhood, including social, emotional, intellectual, physical, and moral development and learning; (b) changes and problems in the transition from childhood to adulthood, including social, emotional, intellectual, physical, and moral development and learning. Special attention is given to educational implications for children from diverse backgrounds. A 20-30 hour practicum is required.
Offered Fall
Prerequisite(s): Declared Ed major and sophomore status.
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ED 220 J - Adolescent Psychology
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to provide a study of physical, cognitive, social and emotional development of the adolescent. It will focus on the comprehension, application, and analysis of theories and issues in adolescence, including social, emotional, intellectual, physical, and moral development and learning. Special attention is given to educational implications for adolescents from diverse backgrounds. A practicum is required.
Prerequisite(s): ED 200 , ED 201 or concurrent, declared Child Life major, or consent of instructor.
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ED 260 - Exploring Language
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
An exploration into the linguistic study of language and its educational implication for English language learners. The course will investigate how a social functional view of language can provide teachers with a way of talking about language as a useful pedagogical tool. Basic linguistic concepts in the areas of phonetics, phonology, morphology and grammar will be covered as well as register, genre, and the language of school. A field experience is required.
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ED 262 - Foundations of ESL & Bilingual Educ
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces students to the historical, political and social issues that contributed to the formulation of local, state and federal education policies for linguistically and culturally diverse students. The aspects of language acquisition theories as they relate to specific program models are included through a prism of cultural and linguistic relevant pedagogy and educational empowerment through family and community engagement. Cross-listed ETHS262
Prerequisite(s): Preliminary Entry to Teacher Education.
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ED 271 P - Intro to Philosophy of Education
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course offers an introduction to what lies beyond certain common sense understandings of education by examining the philosophical roots of traditionalist, progressivist, and functionalist understandings of education. Students will engage with key texts from educational philosophers such as Socrates, Plato, Rousseau, Dewey, Freire, and hooks, to name a few. Students will use these philosophers’ understandings and conceptualizations of education as a prism through which to tour local schools and subsequently reflect on the variety of learning environments.
Offered Fall
Prerequisite(s): PHIL 101 .
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ED 275A - Topics: Pedagogy for MUS: Folk Inst
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 2
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275A
Prerequisite(s): None.
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ED 275B - Topics: Pedagogy for MUS: Brass Ped
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 2
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275B
Prerequisite(s): None.
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ED 275C - Topics: Pedagogy for MUS: Woodw Ped
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275C
Prerequisite(s): None.
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ED 275D - Topics: Pedagogy for MUS: String
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275D
Prerequisite(s): None.
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ED 275E - Topics: Pedagogy for MUS: Percussn
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 2
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275E
Prerequisite(s): None.
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ED 275F - Topics: Pedagogy for MUS: Vocal
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275F
Prerequisite(s): None.
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ED 279 - Independent Study - Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Topics and credits will be determined and approved by the School of Education.
Prerequisite(s): consent of instructor.
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ED 290 2Q - Conceptn of Gender: Infancy-Adolesc
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will interrogate the social and institutional processes through which the construction of gender takes place through readings, discussion, and experiences in school or community-based settings. Students will consider the ethical dimensions of gender conceptions, the ways their own worldviews of gender have formed and informed their experiences, and strategies for enacting gender in order to help build a more just and compassionate world. This course will involve a fifteen-hour field placement in an educational setting during the school day.
Offered Fall
Prerequisite(s): Completion of COR 1 or COR 199 or COR 199 in progress; two full-time semesters of college credit, excluding retro credits, AP credits,
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ED 301 - Introduction to Child Life
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The child life profession, including theoretical and historical perspectives on child life; programming, job availability, trends affecting academic preparation; program requirements, field experiences, including practicum placements, internships and volunteer experiences; supplemental career options; interviews and presentations of program directors, child life professionals, and alumnae working in the field of child life.
Prerequisite(s): Second year students only
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ED 302 I - Technology & Assess in Classroom
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores the use of technology as a learning instrument in the classroom and supports students to evaluate and use instructional materials and technological resources. In addition, this course equips students with the skills needed to design appropriate formative and summative assessments around identified learning goals. Attention is focused on designing high-quality measures of student learning, evaluation of one’s own teaching practice, delivering appropriate and specific constructive feedback, and evaluating whole-class student learning.
Offered Fall
Prerequisite(s): Education major and sophomore status
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ED 306 - Exceptional Children and Youth
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course addresses the nature of learners who are members of special populations. Students will examine disabilities and exceptionalities through demographic and characteristic lenses, as well as incidence rates and etiology. Best practice methodologies conclude all analyses. This course will involve fieldwork.
Offered Spring
Prerequisite(s): Preliminary Entry level, sophomore standing, ED 200 , and ED 215
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ED 307 K - Language Develop & Instruction
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces the interplay between language and society. It discusses multilingualism, regional and social dialects, as well as the role of linguistic attitudes and language variation in language learning and teaching. The course introduces the role that academic language plays in the educational experience and the importance of planning and scaffolding for academic language development and awareness. From a genre-based perspective, participants will learn to analyze school-based texts for meaning making and for planning instructional cycles that support language development in reading, writing, and speaking activities throughout the content areas.
Prerequisite(s): Preliminary Entry level, ED 200 , ED 201 .
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ED 308 - History of Child Life
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
An overview of the history of the child life profession, from the earliest development of pediatric care and the identification of psychosocial care for children in health care settings, through the emergence of child life as a professional organization. Topics will include fundamental theorists and researchers, and key pioneers whose work help define the profession, the Association for the Care of Children in Hospitals, the Child Life Council, and the CLC Archives. This is a predominantly online course.
Prerequisite(s): ED 301 - Introduction to Child Life .
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ED 311 - Wellness in Education
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides introductory knowledge and skills to integrate concepts of health, nutrition and physical education into the elementary school curriculum. Instruction in developmentally appropriate programs for physical fitness and health promotion will build understanding of personal and community health issues in schools today.
Prerequisite(s): ED 210 , ED 215 , or ED 220 ; or Child Life major.
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ED 311C - Wellness and Ethics in Child Life
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides introductory knowledge and skills to integrate concepts of health, nutrition, and physical fitness into the programming created by professional child life specialists. Instruction in developmentally appropriate programs for physical fitness and health promotion will build ethical understandings of personal and community health issues.
Offered Fall
Prerequisite(s): Studies in Education, Child Life major.
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ED 313 - Found of Inclusive Cross Cat SPED
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines the legal foundation for Special Education: Individuals with Disabilities Act & WI PI 34; ADA & Section 504. Emphasis is placed on Characteristics and Eligibility Criteria for three selected disability areas. Topics include: Child Find, Referral Process; Role of Rtl; IEP Team Composition; Role of Regular Education & Role of Special Education Teachers; Parent Participation; Due Process & Mediation; IEP Evaluation; IEP designed to promote achievement; Inclusive Education designed to promote LRE and FAPE, and how much both impact planning and implementing effective instruction; Collaborative practices. Practicum required.
Prerequisite(s): declared X-CAT minor, sophomore standing, ED 306 , ED 307 , ED 210 or [[pe
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ED 314 - Indiv. Educ. Assess and Analysis
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Course focus: understanding of legal assessment practices, non-biased assessment in the first language, a wide array of assessment methods so that students develop ability to evaluate/assess/analyze assessment data to determine eligibility & to evaluate responsiveness to instruction. Learner Characteristics, neuropsychological differences, motivation, cultural and linguistic differences are examined in assessment. Course explorations move from general to specific through student declared area of emphasis (A-Emotional Behavioral Disabilities, B-Intellectual Disabilities, or C-Learning Disabilities) where students will explore evidence-based assessment tools designed for specific populations, and will demonstrate proficiency in formative & summative assessment data analysis through a series of applied case studies. Speech and Language development & delays are addressed.
Prerequisite(s): SO/JR standing, ED 313 A/B/C.
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ED 316 - Transition Team Family in Spec Ed
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines the outcomes realized by youth with disabilities and correlations with documented family and school interventions. It will further focus on exemplary methodologies for promoting team and family involvement in the school-to-work transition process of youth with disabilities. A supervised practicum is required in this course
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ED 318 - Assess & Eval in Cross Cat Spec Ed
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 test is emphasized.
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ED 324 - The Helping Relationship
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The role of the professional in helping relationships; family/professional partnerships emphasized. Includes childhood traumas, skills and methods of communication, personal support, and facilitation; personal assessment of skills needed in helping relationship professions, including child life, special education, social work, nursing, counseling, and teaching.
Prerequisite(s): ED 210 or PSY 345 .
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ED 330 X - Teaching and Learning
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces and critically explores models and theories of curriculum, teaching, and assessment. Students will experience multiple pathways to planning a lesson. In addition to lesson planning within the teaching-learning cycle, this course explores different modes of instructional delivery as vehicles for learner engagement. The course gives students opportunities to navigates student-directed and teacher-direct dialogues, including group facilitation. In this class, students reflect on practice through a lens of equity and classroom collaboration, honing students’ adaptive expertise and development as reflective practitioners. It supports learners as they develop a coherent learning segment and reflect on student learning within the learning segment, including reflection around the selection of instructional activities, materials, strategies, and supports. The class will use multi-disciplinary methods to consider key educational issues and tensions in these areas including differentiation and the relationships between schooling, educational access and equity, and society. Students will engage in formal and informal writing including reflections on course readings, films, and discussions; peer review of written work; and the use of different genres to critically explore tensions in education. A practicum is required. Meets DPI conflict resolution requirement.
Offered Spring
Prerequisite(s): ENG 110 , ED 200 /ED 201 , and sophomore standing; ED 210 , ED 215 , or ED 220 recommended.
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ED 340 - Communication Developmnt & Difference
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Communication development and disorders, focusing on the cognitive and social basis of communication acquisition and relating communication development to developmental stages. Covers the classification, etiology, and treatment of communication differences with a focus on pragmatics and the receptive and expressive language functioning of children. Cultural influences, English as a Second Language, bilingualism, and dialect differences; consideration of the role of parents and teachers in facilitating development. Practicum is required.
Prerequisite(s): ED 306 or concurrent enrollment, and Aspiring Professional Transition
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ED 350 - Teaching for Social Justice
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces and critically explores models and theories of curriculum, teaching, and assessment. The class uses multi-disciplinary methods to consider key educational issues and tensions in these areas including differentiation and the relationships between schooling, educational access and equity, and society. Students will engage in formal and informal writing including reflections on course readings, films, and discussions; peer review of written work; and the use of different genres to critically explore tensions in education. A practicum is required. Meets DPI conflict resolution requirement.
Offered Spring
Prerequisite(s): admission into the School of Education and junior standing
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ED 360 - Medical Terminology for Child Life
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This medical terminology course will provide framework for medical terminology used in the hospital setting. This course is primary help online.
Prerequisite(s): Admission to Child Life
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ED 370 - Psychosocial Care Hspt Hospital Fam
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Effects of hospitalization on children, adolescents and families at each stage of development. Focus on applied theory and interventions to lessen the stress of hospitalization. The role of family systems and the relationship with the child life specialist as a member of the health care team will be explored. A practicum is required.
Prerequisite(s): Admission to Child Life
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ED 371 - International Child Life Field Exp
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
This opportunity allows Child Life students to offer their specialized services to patients, families and caregivers at Capetown Red Cross War Memorial Children’s Hospital who would otherwise not benefit from their skills. This service-based trip allows Child Life students the opportunity to be a part of the unique and recently established Creative Art Therapies and Wellness Program.
Offered Winterim
Prerequisite(s): ED 301 .
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ED 372 - Materials Methods Play Child Life
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Materials and methodology for Child Life activity programs; including preparation, therapeutic medical play, distraction and coping.
Prerequisite(s): ED 370 , ED 375 and admission to Child Life
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ED 373 - Intro to Emotional & Behav Disorder
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces students to emotional and behavioral disability areas and the foundations of best instructional and intervention practices. Embedded practicum required.
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ED 374 - Diagnosis Assessment in EBD
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides instruction in analysis and interpretation of data from observations, formative and summative assessments, and other sources. Students learn how to use data to determine emotional and behavioral disorders and develop IEPs.
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ED 375 - Pediatric Conditions & Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Common medical diseases and conditions of children and adolescents,including those requiring surgical intervention. Emerging treatment and innovative research methods in child life and the healthcare environment will be explored.
Prerequisite(s): Admission to Child Life
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ED 376 - Loss Bereavement Trauma Child Life
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Special needs, interventions and coping strategies for dealing with crisis situations of emergency room trauma, dying children and youths and grieving families.
Prerequisite(s): ED 370 , ED 375 and admission to Child Life
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ED 377 - Methods & Materials in EBD
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course compares and analyzes educational strategies and teaching techniques for students with emotional and behavioral disorders. Embedded practicum required.
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ED 378 - Curriculum for Managing Students
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores curriculum interwoven principles of classroom organization and management ensuring academic success and reduction of behavior problems. Behavioral cognitive, and environmental factors are addressed. Positive support, interventions and practices are stressed. Embedded field experience required.
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ED 379 - Independent Study - Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Topics and credits will be determined and approved by the School of Education.
Prerequisite(s): consent of instructor.
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ED 381 - Pre-Reading/Lit for Young Child
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Analysis and investigation of literature written for the young child. The relationship of language development, reading and early childhood experiences, and parenting; storytelling, bookmaking, and writing children’s books. The development of skills at the Prereading level is presented and coordinated with teaching methodology. Extensive reading and evaluation of literature from birth through kindergarten levels; techniques involved in literature presentation. Practicum is required.
Prerequisite(s): ED 306 , Aspiring Professional Transition required.
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ED 382 C - Lit for Mid Chld Thru Early Adlscnc
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an overview of literature for elementary and middle school readers. The emphasis is on reading, analyzing and evaluating selected literary works across genres including traditional literature, poetry, picture books, fantasy, contemporary realistic fiction, historical fiction, and nonfiction. The course primarily emphasizes diverse perspectives in contemporary children’s literature, acquainting students with key authors and texts; strategies for incorporating literature and literary strategies within educational settings will be modeled as texts are examined. The course uses knowledge in child development theory in order to inform the process of identifying appropriate literature for children.
Offered Fall, Spring
Prerequisite(s): completion of the W tag or concurrent enrollment in a W tag course; and a declared School of Education licensing major or minor (early childhood education, elementary education, secondary education, or K-12 education)
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ED 383 C - Lit for Early Adolesc Thru Adolesc
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
An overview, exploration, and critical examination of literature suitable for students from Early Adolescence through Young Adulthood. The course emphasis is on reading and evaluating selected literary works within such genres as poetry, memoir, popular fiction, historical fiction, graphic novels, and other (non)fiction texts. Candidates in this course will learn a variety of approaches to literary critique (including Reader Response, Deconstructive, Biographical, Historical, Psychological, Feminist, and Queer Criticisms), and practice such approaches on course texts both in and out of class. Candidates will draw on previous knowledge, skills, and dispositions from earlier education courses in thinking about pedagogical approaches, activities, and strategies situated within sociocultural theories of learning to engage youth from ages 12-18.
Prerequisite(s): ED 215 or ED 220 ; or consent of instructor.
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ED 384 - Lit for Chilhd to Adolsen Hlthcare
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
An overview, exploration and critical examination of literature appropriate for children across a wide variety of age groups [early childhood to adolescence] to be utilized during their time in a variety of healthcare settings. Culturally relevant pedagogical practice will be examined through the prism of literary genre and as it relates to selection, analysis and uses of literature in a healthcare setting. The role that literature plays in advocacy, social and racial justice will be examined as well as how adolescent literature has been banned and censored. Bibliotherapeutic approaches, activities, and strategies will be explored through sociocultural theories of learning to engage patients of various age groups. This course is specifically geared to students in the Child Life program.
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ED 385 - Austism Spectrum Inquiry
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course investigates the diagnosis of autism and its recent increase. Student in the class will be comparing and analyzing educational strategies and teaching techniques to use with students on the autism spectrum.
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ED 390 - Independent Practicum
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 2
This practicum is an independent practicum designed to provide students with additional experience. The content of the experience is determined by faculty and practicum supervisor.
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ED 395 - Supervised Teaching Mulitcat
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A supervised field teaching and graduate practicum in cross-categorical special education with related action research in a school setting appropriate to the level of pre professional practice.
Prerequisite(s): Emergent Professional Transition is required for licensing sequence.
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ED 399 - Practicum Experience
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 12
This practicum is a supervised experience that fulfills hours that may not have been completed with previous courses. The content of the experience is determined by faculty and practicum supervisor.
Prerequisite(s): None.
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ED 399A - Preprofessional Experience in Educ
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This practicum is a supervised experience that fulfills hours that may not have been completed with previous courses. The content of the experience is determined by faculty and practicum supervisor.
Prerequisite(s): Consent of the School of Education
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ED 399B - Preprofessional Experience-Excep Ed
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Prerequisite(s): The experience is open only to students in the Cutting Edge Program.
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ED 399C - Preprofessional Experience-Multicul
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Prerequisite(s): The experience is open only to students in the Cutting Edge Program.
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ED 399D - Preprofessional Experience-Child
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Prerequisite(s): The experience is open only to students in the Cutting Edge Program.
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ED 399S - Structured Practicum
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This course explores the interrelationships between science and environmental education in elementary and middle level classrooms. A practicum in a science setting is required (Emerging Professional Transition and School of Ed approval.)
Prerequisite(s): ED 303 or ED 330 .
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ED 401 3U - Teacher as Inquirer II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces candidates to major ideas and trends in educational action-based research, critically examining relevant paradigms and methods. With a conceptual understanding of research methodology, candidates will practice making judgments within paradigms of action-based educational research approaches. Candidates will conceptualize a research proposal to study their practice as educators, modeled in part on the Wisconsin Professional Development Plan (PDP) as outlined by the Wisconsin Department of Public Instruction. Ethical obligations of doing research are emphasized. Throughout this course, candidates will be challenged to think about who they are as educators and individuals, needs and opportunities related to education, and how research can work toward building a just and compassionate world.
Prerequisite(s): ED 330 , COR 2, eligibility to teach the following semester. Concurrent enrollment in a course with a practicum is required (no practicum in this course).
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ED 402 - The Reflective Practitioner
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This course engages candidate teachers in the inquiry, reflection, and action necessary for developing socially just educational institutions. Candidates will be challenged to recognize the importance of deep reflection and thoughtful pedagogical growth for engaged, responsible participation in schools and communities. Guided by School of Education commitments, candidates will further develop and sustain a stance toward inquiry as integral to generating knowledge and informing their own practice as they work toward building a more just and compassionate world.
Course Fee: This course requires a $300 course fee that will be applied to the submission of the Teachers Performance Assessment (ED TPA)
Prerequisite(s): Successful completion of ED 401 and senior standing; must be taken concurrently with student teaching (ED 480 , [[permalink=544|toolt
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ED 404 - JOB SEARCH STRATEGIES FOR JRS. SRS.
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
This course is intended to help you learn, develop and practice the skillsessential for finding employment that matches your interests and values. What special skills do you bring to the workforce? We will help you prepare to enter the world of work by creating a resume and cover letter anddeveloping a portfolio of your work to showcase your skills. You will practice interview techniques and learn how to sell yourself towards getting the career that you dream of!
Offered Spring
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ED 407 - Teacher as Writer
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
As a community of learners, students will engage in the writing process (generating ideas, drafting, revising, editing and publishing) while exploring a variety of genres including poetry, creative nonfiction, personal narratives and short stories. Students will write, share their writing, and dive into their own development as literate beings. This will take place in a supportive environment, led by an experienced teacher of writing whose goal is to guide and inspire students to explore their relationship between the writing process and how they envision teaching writing. With this comes a focus on writing about what teaching means to each of us. As students develop as writers, they will learn how to articulate what they believe in regards to teaching how they come to those beliefs and how they understand their future role as an advocate for students and communities.
Prerequisite(s): Pre requisites: Junior standing.
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ED 414 - Positive Inclusive Classroom Pract
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to provide strategies and techniques for including students with diverse learning styles in general education environments, increases the understanding of instructional practices for managing classroom behavior & preventing behavior problems, and for interventions when problems do occur. Emphasis is given to the concepts of collaborative teamwork, cooperative learning models and differentiated curriculum and instruction to accommodate a range of learners with diverse abilities. School Practicum required.
Prerequisite(s): SP/JR/SR standing, ED 315 A/B/ or C.
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ED 418 - Experiencing Laughter & Play
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to nurture play in the learning process and to appreciate each individual’s unique style of play. Research related to play in health, naturalistic assessment learning, and work will be highlighted and methods will include experiences designed to incorporate play into work and living environments. Interactive and fosters creativity. Practicum is required.
Prerequisite(s): Professional Aspiring Transition.
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ED 419 - Intro: Inf & Yng Child - Diff Abled
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The psychological, biological, and social characteristics of infants and young children who are differently abled. Historical foundations and legislative programs will be discussed as applicable to infants and young children; parent perspectives, family involvement, and program models; parent and school collaborative models, administrative aspects of programs; community agency involvement in services for infants. Includes low incidence populations and medical conditions. Practicum is required.
Prerequisite(s): [[permalink=513|tooltip:{‘title’:1}]]%prefix% %code%[[/permalink]], ED 306 and Aspiring Professional Transition.
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ED 420 - Asses: Inf & Yng Child - Diff Abled
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The historical framework of assessment as it relates to preschool screening and assessment of children from birth through age eight, emphasizing early childhood evaluation an entity with a philosophy and policy that translates into practice. Procedures in assessment will be investigated; issues surrounding contemporary early childhood assessment, including use of assessment in program planning, parent involvement, cultural bias and predictability in early childhood assessment. Play-based, naturalistic and portfolio assessment are emphasized. Parent involvement as part of the assessment team is highlighted. Practicum is required.
Prerequisite(s): ED 419 and Aspiring Professional Transition required.
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ED 421 - Org & Admin Early Childhood Progrm
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
The historical framework of early childhood program development and administration as it relates to special education will be discussed. Emphasis will be placed on using published research of successful programs and practices in school systems. Involvement of parents and coordination of community resources will be addressed, and a strong focus will be on staff development and accountability procedures. Legislation, licensing rules, and procedures will culminate the course with a final review of our dedication to serve children and families. Actual site visits will be incorporated into the class schedule. Practicum is required.
Prerequisite(s): ED 419 , ED 420 .
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ED 422 - Integ Arts/Laughter/Play Elem Curr
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is based on the principle that integrating art, laughter, and play within math, science, social studies, and literacy instruction provides a chance to encounter these fields in ways where imagination, creativity, and design play a significant and motivating role. Utilizing the core concepts of the Kennedy Center for the Arts’ CETA [Changing Education Through the Arts], arts integration is understood as vital for elementary students in experiencing the curriculum as an opening to possibility. Multiple mediums will be explored such as music, drama, poetry, sculpture, puppetry, and painting; but the focus of the class will be on how artistic activity can significantly enhance the student experience within the elementary curriculum.
Offered Winterim
Prerequisite(s): Junior Standing; Education Majors only
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ED 423 - Methods of Social Studies
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course discusses the interrelationships of social studies in elementary and middle level classrooms, and focusing on curriculum and methodology which promote sociological literacy with historical perspective, global interdependence and intergenerational responsibility. A practicum is required.
Prerequisite(s): Emergent Professional Transition or approval of School of Education.
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ED 424 - Methods in Teaching Young Children
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course discusses the philosophical and historical foundations of early education as they influence methods of teaching. Early childhood development and basic psychological needs will be discussed in relationship to curriculum planning and methodology. Curriculum planning, methods, and actual development of thematic units and activities; methods of child directed themes according to Reggio Emilia are included; guidance methods including positive practice, non-violence and peace education; classroom settings, recordkeeping, lesson plans, and parent involvement. A practicum is required.
Prerequisite(s): ED 306 Aspiring Professional Transition or approval of the School of Education.
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ED 426 - Mthds of Teaching Science and Enved
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
For students with approved prior experience, this course explores tools of science and environmental education in elementary and middle school classrooms. Provides the beginning elementary and middle teacher with tools to effectively design, organize and implement science instruction.
Offered Fall
Prerequisite(s): Concurrent enrollment in NATS 104 or S tag completed
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ED 427A - Methods: Science and Environ Ed I
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
This course explores tools of interrelationship between science and environmental education in elementary and middle level classrooms. It is the intent of this course to provide the beginning science teacher with tools to effectively design, organize and implement science instruction in the elementary and middle school. The course includes the study of learning theory, curriculum materials, pedagogy, and methodology specific to the teaching of science and environmental education. A practicum in a science setting is required.
Prerequisite(s): Concurrent enrollment in NATS 104 S - Intro to Nat Science for Elem Ed I or consent of instructor. Aspiring Professional Transition and MATH 101 required or approval of School of Edu
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ED 427B - Methods: Science and Environ Ed II
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
This course explores tools of interrelationships between science and environmental education in elementary and middle level classrooms. It is the intent of this course to provide the beginning science teacher with tools to effectively design, organize and implement science instruction in the elementary and middle school. The course includes the study of learning theory, curriculum materials, pedagogy, and methodology specific to the teaching of science and environmental education. A practicum in a science setting is required.
Prerequisite(s): Concurrent enrollment in NATS 104 S - Intro to Nat Science for Elem Ed I /NATS 105 or consent of instructor. Aspiring Professional Transition and MATH 102 required or approval of School of Education.
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ED 428 - Mthds: Tchng Mathematics
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Curriculum and instruction in mathematics for elementary and middle level classrooms including appropriate research and practice in curriculum development, teaching methods, instructional materials, and evaluation techniques for the developmental needs of elementary and middle level pupils.
Prerequisite(s): Emergent Professional Transition and MATH 101 , MATH 102 , and MATH 103 with gra
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ED 428A - Mathematics Content and Methods I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on numbers and operations in Pre-K-8 mathematics. Content will include place value, models for operations, estimation strategies, fractions, decimals, and algebraic thinking. Emphasis on understanding problem solving strategies that include standard and alternative algorithms. Manipulatives and cooperative learning activities will be used throughout the course. Instruction will include teaching methods and assessment with developmentally appropriate instructional materials for elementary and middle level learners. This course is intended for elementary education majors. Cross-listed Math 428a
Offered Spring
Prerequisite(s): C or better in M-tag
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ED 428B - Mathematics Content and Methods II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on geometry and measurement in Pre-K-8 mathematics. Content will include geometric shapes and their relationships, measurement, probability, and statistics with emphasis on problem solving strategies, critical thinking and communication. Instruction will include teaching methods and assessment with the use of developmentally appropriate instructional materials for elementary and middle level learners. This course is intended for elementary education majors Cross-listed MATH 428b
Offered Fall
Prerequisite(s): C or better in 428a; School of Education Majors only
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ED 428C - Methods Teaching Mathematics III
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This course focuses on pedagogical approaches in teaching mathematical problem solving in elementary and middle school classrooms.
Prerequisite(s): Enrollment in the ACE Program.
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ED 429 - Methods: Religious Studies
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
A study of the curricula and methods appropriate for teaching religious studies in the elementary school. Practicum is required.
Prerequisite(s): admission to Teacher Education and student teaching or consent of School of Education.
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ED 430A - Teach Students Emo/Beh Disability
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Methods Course Focus: Students will plan and implement instruction for learners with emotional/behavioral disability. Topics include the Brain, Executive Functions, Behavior, Methods of Teaching social skills using cognitive strategies. Course content includes assessment, instructional strategies and instructional design, analyzing assessment (academic, social/emotional, behavioral, transition) to develop Individualized Education Plans (IEP), the use of assessment data to design goals and objectives, and curriculum and instruction to accommodate diverse learner needs. School Practicum required.
Prerequisite(s): JR/SR Standing, ED 315A/B/ or C; ED 433 or ED 414 may be taken concurrently.
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ED 430B - Teach Students Intellec Disability
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Methods Course Focus: students will plan and implement instruction for learners with intellectual disability. Topics include instruction in classrooms and community. Course content includes assessment, instructional strategies and instructional design, analyzing assessment to develop Individualized Education Plans (IEP), the use of assessment data (academic, adaptive, community, language, vocational and transition) to design goals and objectives, and curriculum and instruction to accommodate diverse learner needs. School Practicum Required.
Prerequisite(s): JR/SR standing; ED 315 A/B/ or C, ED 433 or ED 414 may be taken concurrently.
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ED 430C - Teach Student Spec Learn Disability
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Methods Course Focus: students will plan instruction for learners with specific learning disabilities. Topics include the Brain & Executive functions, Information Processing, Methods of Teaching Students with Disabilities Cognitive Strategies, Schema-Based Strategies, and teaching students whose first language is not English. Course content includes instructional strategies and instructional design, analyzing assessment to develop Individualized Education Plans (IEP), the use of assessment data (academic, social/emotional, language, transition) to design goals and objectives, and curriculum and instruction to accommodate diverse learner needs. School Practicum Required.
Prerequisite(s): JR/SR standing; ED 315A/B/Cl ED 433 or ED 414 may be taken concurrently.
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ED 433 - Teach Student Specialize Curriculum
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students will understand & learn to implement the methodology of teaching students with Communication Issues - Autism, Sensory Issues, Medical Fragility, motor and physical issues and issues of young children. Students will learn specific Collaboration strategies for working with teachers of Vision Impaired, Blindness, Hearing Impaired, Deafness, Parents, Caregivers and Agency Personnel. A 1 credit Practicum is built into this course in a school setting where practical application of theory, experience, and evidence of mastery of skills is demonstrated. Practicum required.
Prerequisite(s): JR/SR standing, ED 430A or ED 430B or ED 430C or ED 414 may be taken concurrently.
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ED 434 - Discovery: Quantity/Creativity-NK
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Use a developmental approach to enhance discovery, creativity, and quantity concepts in early childhood education. It emphasizes an integrative approach involving mathematics, science, social studies, and fine arts. Unit planning, curriculum exploration, and construction in the above areas; the developmental and philosophical basis for these subject areas will also be addressed. A practicum is required.
Prerequisite(s): ED 424 , or concurrent enrollment, Emergent Professional Transition required or approval of School of Education.
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ED 435 - Literacy I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will introduce the many facets of literacy including development, instruction, and assessment of literacy skills. The works of Vygotsky and Clay will be explored for their practical impact on the teaching of literacy. Students will engage in formative assessment techniques to support targeted instruction of phonemic awareness, word work, vocabulary development, shared reading, and comprehension. Practicum placements will focus on the use of guided reading or reader’s workshop as an instruction techniques.
Prerequisite(s): Emergent Professional Transition required or approval of School of Education.
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ED 436 - Literacy II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will embed the common core state standards to demonstrate the importance of literacy as a life skill. Students will explore approaches to teaching with balanced literacy including reader’s and writer’s workshop, use of literature circles or book clubs, vocabulary study, and reader response. Students will learn to prepare units of study based on genres. The course will investigate the many forms of literacy of the 21st century. Students will become skilled in multiple ways of assessing that support communication, collaboration, creativity, critical thinking, and problem solving. Attention will be given to motivation of struggling readers. A practicum is required.
Prerequisite(s): ED 435 .
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ED 437 - Fort Test Prep
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
This course will consist of readings and face to face preparations for the Foundations of Reading Exam (FORT)
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ED 438 - Cur & Prog: Inf & Yng Chd - Diff Able
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Curriculum and methodology will be investigated as they relate to the education of infants and young children with special needs from birth through age eight. It includes a brief review of screening and assessment of cognitive, language, socio-emotional, motor, and self-help development necessary for curriculum planning, instructional methodology, classroom organization and management. The development of individual family service plans, individualized educational plans, program evaluation, and multidisciplinary approaches are discussed. Family, community, and support service involvement is emphasized, as well as inclusionary practice and self-determination. Behavioral strategies and biomedical treatments for children across the spectrum are emphasized. A practicum is required.
Prerequisite(s): ED 306, ED 340, ED 419, ED 420, ED 424, 425 or ED 435, ED 434. Emergent Professional Transition or approval of School of Education.
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ED 439 - M & FE Inf & Child Differently Abled
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Curriculum and methodology will be investigated as they relate to the education of infants and young children with special needs from birth through age 8. It includes a brief review of screening and assessment of cognitive, language, socio-emotional, motor, and self-help development necessary for curriculum planning, instructional methodology, classroom organization and management. The development of individual family service plans, individualized education plans, program evaluation, and multidisciplinary approaches are discussed. Family, community, and support service involvement is emphasized, as well as inclusionary practice and self-determination. Behavioral strategies and biomedical treatments for children across the spectrum are emphasized. There is an in class methods and intensive supervised field experience outside class time.
Prerequisite(s): ED 306 , ED 340 , ED 419 , ED 420 , ED 424 , ED 434 , ED 435 . Emergent Professional Transition or approval of School of Education.
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