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ED 639 - Biliteracy Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Language Focused Research: This course deepens students’ understanding of multi-lingualisim and biliteracy research through study of foundational readings. The course will require students to critically examine a number of language and literacy studies with consideration given to research design, scope, usefulness and shortcomings. This course should deepen knowledge in the field and support students’ understanding of the literature review process - a necessary component in the graduate thesis project.
Prerequisite(s): None.
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ED 640 - SECONDARY METHODS I TECH CURR INT
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The primary purpose of this course is to provide preservice teachers with information and experiences that will help them develop and deliver effective instructional programs for students in secondary grades. Students explore theories, practices, and generalmethods of instruction insecondary classroom. It explores ways of integrating technology across the curriculum, including the use of video analysis to inform teaching practice.
Offered Fall, Spring
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ED 640A - Enviro Cnsvtn Ped: Tech Curr Int
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This course explores Environmental & Conservation Education curricula through outdoor experiences. Technology applications to enhance student motivation and engagement with Environmental Education are a component along with Next GEN Science Standards, Broadfield Social Studies Standards, and Wisconsin Common Core Standards.
Prerequisite(s): Admission to Accelerated Secondary Program.
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ED 640D - Tech Curric Int:Intro Bus Ed Lit D
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Full Title: Technology Curriculum Integration: Intro to Business Education Literacy and Technology Teaching D. Learn models for teaching middle/secondary students technical, psychological and behavioral credit basics. Topics: Socially responsible consumption; real world budgeting; free enterprise and regulation; monetary policy, inflation, protection and federal controls. Standards: Wisconsin Business Education Standards; Principles of Career and Technical Ed
Prerequisite(s): Admission to ASP.
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ED 643 - Desktop Publishing in Education
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Study and use desktop publishing programs applicable to an educational setting. Incorporate computer graphics. Utilize different formats, printing options, collaborative writing strategies, editing techniques and spell check.
Prerequisite(s): None.
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ED 645 - Inst Tech Policy Planning Evaluatio
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Through readings, simulations and on line resources this class will focus on technology planning and policies, providing instructional technology support, staff training issues and evaluation, funding sources and developing grant applications. This course provides opportunities to develop artifacts for use in meeting licensing assessments for instructional technology coordinator content standards 4, 10, 13, 15.
Prerequisite(s): None.
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ED 646 - Educational Media Presentations
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Develop strategies and techniques for organizing information into educational presentations. Use various hardware and software tools for electronic media presentations including HyperStudio and PowerPoint.
Prerequisite(s): None.
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ED 647 - Practicum Instr Tech Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Supervised practicum experience in the use of educational technology. Explore online resources, list serves, web sites and print material that provide opportunities for collaboration and professional growth. Survey educational technology resources available through various organizations and consortium arrangements. Emphasis on instructional technology leadership roles.
Prerequisite(s): None.
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ED 648 - Spreadsheet Database Apps in Educat
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Study and use of spreadsheet and database software applicable to an educational setting. Develop strategies for the organization, transfer and retrieval of information. Merge information from database and incorporate information from a spreadsheet into a word processing document.
Prerequisite(s): None.
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ED 648B - Spec Topics EDCmp: Clarisworks
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
Prerequisite(s): None.
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ED 649 - Seminar in Educational Technology
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Intensive study of various technological applications in education including digital media (iMovie, QuickTime).
Prerequisite(s): None.
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ED 651 - Methods of Teaching & Learning II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed as the second of a two-course methods sequence (ED 640 Â precedes it). It is designed to teach students across content areas different models of instruction and classroom facilitation with opportunities to practice instructional models within content areas classrooms via an advanced practicum. Facilitated discussions, feedback for student growth, balanced assessment models, and active learning strategies are some of the topics addressed within the course.Â
Prerequisite(s): ED 680 , ED 602A , ED 635 , or consent of instructor
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ED 652 - Secondary Literacy
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to serve as an introduction for secondary educators into the dynamics of content area literacy theories and practices, grounded in the concept that every secondary content-area teacher is a teacher of literacy. The course will include studying 21st Century conceptualizations of what literacy is and how literacy practices are specialized for specific purposes, environments and content areas, including the context experienced by secondary ELLs. Emphasis will be placed on understanding the interconnectedness of reading, writing and thinking and the need to explicitly provide instruction and modeling for each to support student success, as well as provide resources, strategies and approaches to differentiation and problem-solving to support all students as they transition from the learning to read focus of elementary school to the reading to learn focus of middle school and high school core content classes where literacy instruction becomes the essential means to help students master core content.
Offered Fall, Spring
Prerequisite(s): None.
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ED 654 - Special Topics in Instruction Tech
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an emphasis on emerging trends, timely developments and issues related to instructional technology. Topics will vary.
Prerequisite(s): None.
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ED 655 - Dir Study in Telecom and Web Develp
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Explore the educational use of telecommunications and the world wide web. Use software to design and develop an educational web site.
Prerequisite(s): None.
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ED 656 - Admin Mgmnt Instr Tech Asset
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Through readings, simulations, community involvement and on line resources this class will focus on technology facility design including network topography, the selection, acquisition, maintenance of technology systems including voice, video, data, and other digital components. This course provides opportunities to develop artifacts for use in meeting licensing assessments for instructional technology coordinator content standards 4, 5, 6, 9, 10.
Prerequisite(s): None.
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ED 657 - Enhancing Adult Motivation to Learn
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to provide an in-depth understanding of effective ways to enhance learning and intrinsic motivation among diverse adults in educational, community, business, and organizational settings. Students learn to apply findings from biological and social science research integrated with adult learning theories, intrinsic motivation strategies, and instructional design techniques. The course offers examples, ideas, and opportunities for transfer of new learning to work settings that have relevance for professional learning specialists ranging from college instructors and corporate trainers to community leaders and instructional coaches.
Offered Fall
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ED 660 - Reflections on Teaching Practice
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
This course engages candidate teachers in the inquiry, reflection, and action necessary for developing socially just classrooms.Candidates also engage in the reflective process for completing and submitting the Education Teacher Performance Assessment (edTPA).
Offered Fall, Spring
Course Fee: $300
Prerequisite(s): None.
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ED 661 - Integrative Classroom Environments
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This practicum-based course explores the meaning of curriculum and promising instructional practices for grades 1-8. This includes understanding instructional organization promoting science, technology, art, and math integrated curriculum along with the literary opportunities of such curriculum in a framework of culturally responsive teaching. The practicum site will be used as a learning laboratory to develop skills in observation, analysis and reflection focused on the quality of classroom environments.
Offered Fall
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ED 662 - Schools-Political & Organization Sys
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of community relations; power structures; political, professional organizations, and interest groups; decision-making and problem solving; educational organizations and educational leadership styles.
Prerequisite(s): None.
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ED 667 - Science Explorations and Methods
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces teacher candidates to national science education standards and research-based pedagogical models for understanding and using fundamental concepts in physical, life, earth and space sciences and scientific inquiry processes. Science curriculum, teaching strategies, and assessment are covered and integrated STEM approaches are explored. A field activity is required.
Offered Summer
Prerequisite(s): None.
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ED 667A - Science Explorations
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course creates a vision for STEM education in elementary and middle school classrooms and explores models for realizing this vision. National Science Education standards are used to gain an understanding of the philosophy and goals of K-8 science instruction. Students envision integration of STEM learning in classrooms, explore issues in science education, and investigate research-based frameworks for science instruction.
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ED 667B - Science Methods
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on the skills and tools needed to realize the vision of ideal science instruction. Curriculum, teaching strategies, assessment, and differentiation are addressed. Practicum experiences focus on implementing strategies using technology tools. Exploration of the integration of student experiences across the curriculum is emphasized.
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ED 668 - Intro to Public Schools in US
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed for students who have limited experience in K-12 public schools in the United States. The course features on-campus classroom instruction and visits to public elementary, middle, and high schools. The course will explore the origins of public schools, school governance, curriculums used, instructional delivery, and educational challenges.
Offered Fall, Spring
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ED 669 - History of American Educatn Reform
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will explore the history of American Education Reform starting with A Nation at Risk through Race to the Top. Implications for public school professionals will be examined.
Offered Spring
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ED 670 - Teachers Inservice Workshop
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
An opportunity for teachers to register for variable credit in courses and workshops on varying topics and issues. Applicability of this credit to graduate degree programs requires approval of the Chair of the Department of Education. (Variable credit)
Prerequisite(s): None.
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ED 670X - Tchr Inservice: Comp Appl
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
Prerequisite(s): None.
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ED 670Y - Tch Inservice: Yahara Watershed
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 3
Prerequisite(s): None.
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ED 672A - SPED Reading Literacy I Ages 6-21
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on the science of early literacy development with specific focus on the reading process for teachers who wish to deepen their understanding about how typically-able children learn to read. This course combines a theoretical and practical approach to this particular field of study. Students will develop theoretical knowledge about the reading process, development, and language through readings, discussions and activities. Students will develop practical knowledge through focused study of beginning readers using assessment tools and observations (in a practicum setting). As a result of taking this course, students should have gained deep knowledge into the science of learning to read. This course has a practicum/fieldwork (10 hours).
Offered Fall, Spring
Prerequisite(s): Admission to Special Education.
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ED 672B - SPED Reading Literacy II Ages 6-21
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on the teaching of reading for typically developing children. Students will draw upon theoretical and practical knowledge about the literacy development and the reading process from Part 1 (672A) as they design and implement pedagogy. This pedagogy will be based on understanding of the reading process, early literacy development, the role of assessment, and an understanding of language. The aim of this course is for students to develop confidence in their role as a professional who is highly knowledgeable in the field of literacy pedagogy. This course has a 15-20 hour practicum. Students will spend 2-3 consecutive days week in a school setting where they will teach reading to small groups/or individuals for 30-45 minute blocks of time.
Prerequisite(s): Admission to Special Education; ED 672A .
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ED 672C - Language & Communication Devlp XCAT
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines approaches to assessing and teaching language and communication skills to students with disabilities. Attention is paid to the cognitive and social bases of communication (Language Core) in relation to developmental stages and adapting instruction to facilitate teaching and learning of students with moderate and mild special educational disabilities (Emotional Behavioral, Intellectual, Learning Disabilities, and Autism). Cultural influences, English as a Second Language, bilingualism, dialectical differences, non-biased assessmentand Assistive Technology are considered.
Prerequisite(s): Admission to Special Education.
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ED 675A - Xcat SPED Assess & Analysis Dis
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course engages candidate special education teachers in examination and understanding of academic, language, behavior and social assessment practices. Data collection, interpretation and analysis of summative and formative assessment data in academic, social, emotional, and adaptive Learning areas are applied to determination of disability and to IEP Goal progress monitoring. Practicum embedded.
Prerequisite(s): Advisor approval; Admission to Special Education. May be taken concurrently with ED 676A .
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ED 676A - SPED Methods Material Cd EBD Ld Dis
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course compares and analyzes educational strategies and teaching techniques for students with intellectual, emotional and learning disabilities. Includes curriculum planning, methods and materials, data collection, and Inclusive classroom management for the student functioning at the mildly disabled level. Practicum experience required.
Prerequisite(s): Advisor approval; Admission to Special Education. May be taken concurrently with ED 675A .
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ED 679 - Independent Study - Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Supervised projects of readings, research, or practicum experience developed in cooperation with a faculty advisor and approved by the Chairperson of the Department of Education. (Variable credit) Study of the legal aspects of private school administration.
Offered Fall, Spring, Summer
Prerequisite(s): consent of instructor.
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ED 680 - Mthds of Tchg & Lrng II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed as the second of a two-course methods sequence (ED 640 precedes it). It is designed to teach students across content areas different models of instruction and classroom facilitation with opportunities to practiceinstructional modelswithin content areas classrooms via an advanced practicum. Facilitated discussions, feedback for student growth, balanced assessment models, and active learning strategies are some of the topics addressed within this course.
Offered Fall, Spring
Prerequisite(s): ED 602A, ED 635, or consent of instructor.
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ED 680A - Topics/Priv Scl Admn: Civil/Canon Lw
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Prerequisite(s): None.
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ED 680B - Topics/ Priv Scl Admn: Commnty Issues
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Prerequisite(s): None.
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ED 680C - Topics: Priv Scl Admin: Religious Ed
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Prerequisite(s): None.
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ED 680D - Topics/Priv Scl Admin: Fundrsng Devl
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Prerequisite(s): None.
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ED 680E - Topics/Priv Scl Admin: Theolgcl Trnd
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Prerequisite(s): None.
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ED 681 - Child Developmnt & Exceptionalities
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 early childhood, middle childhood and early adolescence periods. It will focus on the application and analyses 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 with exceptional learning needs and differentiation. Attention will be given to the physical and health aspects fostered in a classroom that promotes concepts of wellness and inclusion.
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ED 682 - Children’s Literature
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an overview of literature for children and youth. The emphasis is on reading, analyzing and evaluating selected literary works across genres. Diverse perspectives in contemporary children’s literature is emphasized. Students are acquainted with key authors and texts, strategies for incorporating literature and literary strategies in educational settings, and uses of knowledge about child development to identify appropriate literature for children.
Offered Spring
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ED 683A - Literacy Lang Arts Methods I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces facets of early literacy including development, instruction and skill assessment. Vigotsky and Marie Clay are explored for their insights on teaching literacy. Students engage in formative assessment techniques related to instruction of phonemic awareness, word work, vocabulary development, shared reading, and beginning comprehension. Practicums focus on use of guided reading as an instructional technique.
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ED 683B - Literacy Lang Arts Methods II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course addresses common core state standards pertaining to literacy as a life skill. Students explore balanced literacy teaching approaches including reader and writer workshops, literature circles and book clubs, vocabulary study, and uses of informational texts. Students prepare units of study and become skilled in assessments that support communication, collaboration, creativity and critical thinking. Practicums focus on creating lessons.
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ED 684 - Social Studies Methods
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course investigates curriculum and methods in Social Studies. It equips students to select methods, resources, and assessment strategies for Social Studies instruction. Students explore debates in Social Studies curricula, become familiar with standards, and construct curricula that promote equity, diversity, and social justice.
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ED 684A - Intro to U.S. State & Local Govern
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
Understanding Citizen Rights and Responsibilities in the American Political System of Government. This course addresses Foundations & Branches of Government, Judicial History and Participation in State and Local Government. Course meets the WI Statute requirement for National, State & Local Government.
Prerequisite(s): Admission to the ACE or ASP program.
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ED 684B - BFSS Geography/GIS
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This course is intended for ASP students who need additional knowledge in Wisconsin’s physical environment, conservation and people. Themes of Geography will be covered specific to Wisconsin (agri-patterns, forestry, and related activities, manufacturing and tourism). Students will complete small projects outside class along with exploration of the above topics with emphasis on thematic mapping.
Prerequisite(s): ASP or ACE
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ED 685 - Integration Art Elementary Curric
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
This course is based on the principle that integrating the arts across curricular content enhances children’s imagination, creativity, and design play. Multiple mediums will be explored including music, drama, poetry, model building, sculpture, and painting.
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ED 685A - Integrating Arts, Elementary - STEM
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This course is based on the principle that integrating the arts across curricular content enhances children’s imagination, creativity, and design play. Multiple mediums for integrating the arts into elementary STEM classes will be explored including music, drama, poetry, model building, sculpture, and painting.
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ED 685B - Integrating the Arts Elem - Humanit
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This course is based on the principle that integrating the arts across curricular content enhances children’s imagination, creativity, and design play. Multiple mediums for integrating the arts in elementary humanities classes will be explored including music, drama, poetry, model building, sculpture, and painting.
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ED 686 - Language for Teachers II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course builds upon the language system introduced in ED 605A and takes a deeper look at how language is used within the various discourse communities of school. Further exploration into genre-based pedagogy aims to ensure that all students will have access to the linguistic resources needed for success in school and for critically interpreting our world and ourselves.
Prerequisite(s): ED 605A .
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ED 687 - Literacy Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course deepens students’ understanding of language and literacy research through study of foundational readings in literacy and TESOL. The course will require students to critically examine a number of language and literacy studies with consideration given to research design, scope, usefulness, and shortcomings. This course should deepen knowledge in the field and support students’ understanding of the literature review process - a necessary component in the graduate thesis project.
Prerequisite(s): ED 686 Â or consent of instructor
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ED 688 - Applied Beh Analysis for Teachers
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
TOPIC: Applied Behavior Analysis for Teachers engages candidate special education teachers in understanding the principles and concepts of ABA, historical perspective, fundamental vocabulary, philosophy and examination and application of behavior principles. Candidates explore the basic principles of behavior analysis and how they may be applied ot the classroom to solve socially significant behavior issues. When teachers understand what motivates behavior, they can initiate sensitive and effective interventions. Coursework is designed to provide applicable and meaningful experiences including behavior and its causes, behavioral analysis, assessment and intervention, and professional and ethical issues. Topics include but are not limited to: principles of behavior and the multi-tiered systems of support; measuring behavior, graphing behavior, increasing and decreasing behaviors; functional behavior assessment, function-based intervention; and generalization, self-management and ethical and professional issues. Weekly assignments and discussions on relevant topics will offer diverse outlooks and give you valuable interaction with fellow classmates and your instructor. Candidates demonstrate proficiency in behavior analysis through a series of applied case studies.
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ED 689 - Mentoring Coaching and Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This field work intensive course promotes the art of supporting and nurturing educational leaders and teachers who are in the process of reforming their own or their institution’s professional 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 and nurture professional learning communities. A practicum is required.
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ED 690 - Graduate Seminar: Education
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Participants study or conduct some aspect of an educational research project, report findings, and discuss understandings and implications for classroom teaching.
Prerequisite(s): completion of at least 27 credits toward degree.
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ED 691 - Independent Reading
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
A faculty-supervised project based on an approved bibliography and written assignment.
Prerequisite(s): consent of instructor.
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ED 692 - Research Capstone Project
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students in this course design, conduct and write up Master’s research capstone projects.
Prerequisite(s): ED 603 - Introduction to Educational Resrch .
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ED 693A - Supervised Field Teaching: ESL
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A supervised field experience in ESL with related portfolio development in a school setting appropriate to the level of prospective professional practice.
Prerequisite(s): Admission to student teaching.
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ED 693B - Student Teaching: Secondary Ed
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
A supervised field teaching experience in secondary education with related ed-TPA portfolio development in a school setting appropriate to the level of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to student teaching.
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ED 693C - Student Teaching EA-A & ESL
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is a supervised field experience with related portfolio development in an EA-A education and ESL school setting appropriate to level of prospective professional practice.
Offered Fall, Spring
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ED 693D - Student Teaching EA-A & Bilingual
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is a supervised field experience with related portfolio development in an EA-A education and Bilingual school setting appropriate to level of prospective professional practice.
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ED 694 - Supervised Field Mentoring
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
A supervised field mentoring practicum with related portfolio development in a school setting appropriate to level of prospective professional practice.
Prerequisite(s): admission to student teaching supervision.
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ED 694A - Supervised Field Mentoring: Biling
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A supervised field mentoring practicum with related portfolio development in a bilingual education setting appropriate to the level of prospective professional practice.
Prerequisite(s): Admission to student teaching.
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ED 696 - Supervised Field Exper: Ed Administ
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This practicum experience is school based. A cooperating administrator works with the student and the college supervisor on performance tasks associated with licensing requirements.
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ED 697 - Student Teaching MC-EA
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is a supervised field teaching experience in a MC-EA school setting appropriate for advancement of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to ACE; co-requisite with ED 660 .
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ED 697A - Student Teaching MC-EA & ESL
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is supervised field teaching experience in an MC-EA regular education and ESL school setting appropriate for advancement of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to ACE; seeking an add-on ESLÂ Elementary license; and concurrent registration in ED 660
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ED 697B - Student Teaching MC-EA & Bilingual
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is supervised field teaching experiencein an MC-EA regular education and bilingual school setting appropriate for advancement of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to Licensure, Co-requisite with ED 660 .
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ED 698 - Student Teaching Extended Elementar
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This coures is supervised field teaching experience with in a MC-EA scool setting appropritate for advacement of prospective professional practice. 697E is intended for those students who have been approved for student teaching outside of a 45 mile radious from the Edgewood College Campus.
Offered Fall, Spring
Course Fee: $200.00
Prerequisite(s): Admission to ACE; Completion of ACE Curriculum
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ED 699A - Research and Practice - Arithmetic
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores arithmetic, algebra, and data analysis at the Middle Childhood/Early Adolescence level as defined in the Common Core State Standards for Mathematics; best practices and methodologies for teaching this content; and relevant research in teaching and learning mathematics. A fifteen-hour practicum is required.
Offered Spring
Prerequisite(s): For students in the ACE program only.
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ED 699B - Research and Practice - Geometry
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores geometry, measurement, and probability at the Middle Childhood/Early Adolescence level as defined in the Common Core State Standards for Mathematics; best practices and methodologies for teaching this content; and relevant research in teaching and learning mathematics. A fifteen-hour practicum is required.
Offered Fall
Prerequisite(s): ED 699A Â with a grade of C or better. For students in the ACE program only.
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ED 700 - APPLIED BEHAVIOR ANALYSIS II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Applied Behavior Analysis II examines Behavior Change Systems through an in-depth examination of Generalization, Self- Management, Precision Teaching, Personalized Systems of Instruction, Incidental Teaching, Functional Communication Training and Augmentative Communication Systems for use with children with Autism, and other neurological impairments. Evaluating various ABA methodologies for instruction and intervention, the design and implementation of a Functional Behavior Assessment, and analyzing measurement tools for particular behaviors are additional components of the course.
Offered Fall, Summer
Prerequisite(s): ED 688 Applied Behavior Analysis I is a prerequisite for this course.
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ED 701D - Introduction to Doctoral Study
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
Students are provided an orientation to the structure of the doctoral program and the resources available for student support, including software as well as faculty and administration. The program identities of Edgewood Leader, Academic Writer, and Scholarly Researcher are introduced along with the Edgewood College values. Topics include instruction on the Blackboard course management system, cohort connectivity, critical review of research articles, and the foundational elements of academic writing. Importantly, the course serves as an orientation to the Dominican ethos that forms the cornerstone of the doctoral program in educational leadership.
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ED 701H - Introduction to Doctoral Study
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
Students are provided an orientation to the structure of the doctoral program and the resources available for student support, including software as well as faculty and administration. The program identities of Edgewood Leader, Academic Writer, and Scholarly Researcher are introduced along with the Edgewood College values. Topics include instruction on the Blackboard course management system, cohort connectivity, critical review of research articles, and the foundational elements of academic writing. Importantly, the course serves as an orientation to the Dominican ethos that forms the cornerstone of the doctoral program in educational leadership.
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ED 704 - XCAT DISABILITY & MARGINALITY
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This blended course is a comprehensive overview of differences and exceptionalities for children and youth identified in high and low incidence areas of disability. The high incidence areas of Emotional Behavioral (EBD), Intellectual (ID), or Specific Learning Disabilities (SLD) are primary to the course. Introductory and foundational competency will be attained in areas which include, but are not limited to: Autism Spectrum Disorder;Speech and Language; Other Health Impaired; Orthopedic Impairments, Visual Impairments, Deaf & Hard of Hearing; Traumatic Brain Injury and At-Risk. The historical & legal foundations of cross categorical special education for children and youth including Individuals with Disabilities Education Act;ADA & Section 504; WI PI 34Child Find, Referral Process; and the collaborative roles between general and special educationwill also be discussed. Candidates will be involved in collaborative group discussions and practicum experiences enabling them to demonstrate their abilities to relate to children and adults of all backgrounds.There may be specific focus on individuals from high incidence groups. Additional specific competencies attended to in this blended course include the following: identifying and understanding the implications of atypical childhood, understanding the specific characteristics of each disability area, understanding the life-long effects of each disability, and becoming competent in the history of and basic components of the legal foundations to special education in inclusive learning environments. Practicum may be required based upon the candidate’s background.
Offered Fall, Spring
Prerequisite(s): None listed. There is a presumption of admission to Cross Categorical Special Education ubdergraduate or graduate licensing and/or licensing/MA program.
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ED 706 - Advanced Academic Interventions
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The course offers an in depth look at incorporating effective instructional elements into Special Education curriculum. The following interventions are examples of areas of study: High Incidence Disabilities Positive Characteristics, Challenges, and Instructional Strategies; Explicit Instruction; Direct Instruction; Step by Step intervention scripts: Negotiable vs non-Negotiable; Social Emotional Learning Curriculum; Cognitive and Cognitive-behavioral interventions (rubric “social skills”) with an emphasis onteaching students how to adapt, change and manage their own learning behavior. A secondary focus is Collaborative Consultation. Co-Teaching and systematically matching the Intervention to the Student Problem. Previous knowledge and understanding of traditional behavioral (operant) concepts and strategies is required.
Offered Spring, Summer
Prerequisite(s): Admitted to graduate education for MA. Preference given to Cross Categorical candidates who are in license and/or MA program.
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ED 710D - Ethical and Inclusive Ed Leadership
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Topics in district level administration including historical perspectives, diversity, inclusive leadersip, role expectations, ethical obligations, board and community relations, technology applications, and strategic management are examined. Experiences are documented for licensure via portfolio artifacts.
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ED 712 - APP BEHAVIOR ANALYSIS III ETHICS
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Course examines Ethical and Professional Issues: Ethical considerations which support the practice of Applied Behavior Analysis. Learning activities are derived from the Behavior Analyst Certification Board (BACB) Task List 4th Edition. In this course candidates will examine Ethics using a social justice lens to examine Multiple Ethical Paradigms. Ethic of Justice, Ethic of Critique, Ethic of Care, and Ethic of Profession will be used to examine and analyze ethical scenarios to determine sound practice as a means of establishing sound ethical principles as Public school or Private school teacher using ABA.
Offered Spring, Summer
Prerequisite(s): ED 688 Applied Behavior Analysis for Teachers I; ED 6XX  Applied Behavior Analysis for Teachers II; MA Candidate or Second license seeker who has taken the above courses .
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ED 715H - Faculty, Programs and Assessment
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Leadership topics includingcurriculum, faculty, and assessment in higher education are covered. Multiculturalunderstanding, professional learning communities, and organizational and philosophical positions and tensions, and decision making associated with learning are included.
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ED 720D - Politics, Policy & Administration
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
The politics of education are explored in the broadest sense. Politics, educational policy and educational practice are examined. Particular emphasis is given to leadership behavior theory and ethical practice that has emerged in the field of educational administration. The roleof leadership in developing and implementing policy in the political environment within an ethical framework is explored. Policy and politics are pursued in the context of social justice and equity issues.
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ED 725H - Inclusion & Diversity in Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Diversity theory,demographics,achievement gaps, learning styles,and racial, gender & class challenges are explored. Inclusion is viewed as a concept of shared power. Research in inclusion & diversity examines ethnic & cultural groups’ ability to participate in policy decision-making in education.
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ED 730D - Curriculum, Instruction & Lrng Envts
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Curriculum, instruction, and assessment in learning are stressed in a context of frameworks for leaders. Ethical considerations, learning style, cognition, intelligence, constructivism in theory and practice, cultural information, individual differences, and learning communities are included.
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ED 735H - Law and Partnerships
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Students are introduced to common legal issues that challenge academic leaders in higher education. Students will learn how to identify potential legal problems and, to the extent feasible, avoid them. Institutions of higher education are located within a larger community network. There is a need for IHE leaders to understand their place in the broader community and to be able to seek out, create, develop, sustain and grow mutually beneficial partnerships.
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ED 745H - Finance of Higher Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Planning, external trends, organizational culture, change management & strategic budgeting are studied in an ethical context. Case studies, readings, current events & discussions provide the basics of institutional budgeting and finance related to department, institution, and system-level finance.
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ED 755H - Ethical Leadrshp, Policy & Govern
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
A comprehensive examination of the role of leadership at the postsecondary education level, grounded in an historical and conceptual analysis. Organizational theory, models and policies, along with governance, management processes, and leadership from multiple perspectives in higher education are explored. Current theory, best practices, and opportunities for practical application are integrated. Particular emphasis is given to leadership behavior theory and ethical practice that has emerged in the field of educational administration/leadership.
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ED 765H - Student Affairs Leadership
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
As part of the content sequence in the Higher Educational Leadership Doctoral Program, students will learn about the functional areas of student affairs and senior leadership strategies utilized while working in or with this area of higher education. Through discussion and engaged learning strategies, students will learn more how to apply theory to scenarios likely faced by a senior administrative leader in higher education.
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ED 775H - Internationalization of Higher Ed
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
This course provides an overview of issues, trends, and challenges related to the internationalization of higher education with a specific focus on higher education leadership. The course content will focus on: mapping out the different actors involved with the internationalization of higher education; strategies that are adopted at both system and institution-levels; processes like student mobility (study abroad and international student recruitment) and faculty exchanges; and international partnerships and collaborations.
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ED 779 - Independent Study Doctoral I
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Students work with dissertation advisor in a supervised independent research course to complete their dissertation after they have completed the 54 credits in the program.
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ED 790 - Program Assessment and Transition
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
ED 790 is a bridge course placed at the conclusion of the content coureses and at the beginning the research sequence. The course is a blend of one face-to-face meeting day and three weeks of online work using Blackboard. It includes an overview of the Edgewood College dissertation process, introduction to the research team and committee structure, research ethics training, dissertation timelines, and the use of technology and software for academic writing strategies.
Offered Fall, Winterim, Spring, Summer
Prerequisite(s): admission to the Doctoral program.
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ED 800 - Ethical and Inclusive Leadership I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This two-part course will provide a comprehensive overview of leadership at the superintendent, district, principal, and teacher levels. In Part I, various models of leadership in K-12 private and public settings are examined. Analyses of leadership quadrants and strengths of individual leadership styles are completed. Academic writing and applied research skills are stressed. Guest presenters who are working in current roles of leadership supplement and enhance reading and writing assignments and activities. The value and impact of professional associations and the role of social media in leadership will be examined. An observation and analysis of a school board meeting is required. Standards and guidelines for all assignments are provided.
Offered Fall
Prerequisite(s): Entrance into the Ed.D. program
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ED 801D - Foundations of Research Methods
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Quantitative, qualitative and mixed methods research traditions are presented in the context of being consumers of research, engaging in applied and dissertation research. Students select and refine a research topic, create an annotated bibliography and explore the use of appropriate methodologies.
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ED 801H - Foundations of Research Methods
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 6
Quantitative, qualitative and mixed methods research traditionsare presented in the context of being consumers of research, engaging in applied and dissertation research. Students select and refine a research topic, create an annotated bibliography and explore the use of appropriate methodologies.
Offered Fall, Spring, Summer
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ED 802 - Ethical & Inclusive Leadership II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
For those who aspire to leadership roles in Wisconsin public and private schools, Part II of the course will use criteria set forth by the Department of Public Instruction, and Wisconsin Statutes and Standards : knowing teacher obligations; creating a vision for education; the need for awareness of the inclusive and diverse needs of students, nurturing a school culture of continuous improvement; managing resources of the organization; collaborating with others, acting with integrity in an ethical manner; and interacting with the larger community politically, socially, legally, and economically to affect educational improvements. Additionally, students will begin the process of identifying their dissertation topic and employ research practices as they perform applied research relevant to their topic and/or their current educational position. A culminating project focusing on leadership aspects of a student selected issue or problem is required.
Offered Fall
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ED 803 - Practicum Development
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
The practicum is a three-semester placement with a mentor where the candidate can obtain real-time information, examples, and experiences relating directly to the Seven Wisconsin Administrative Standards. In this course, students will work with the instructor to consider licensing options and review the content guidelines for desired licenses. During the development phase of the practicum, qualified mentors will be identified, and the mentor/mentee relationship will be formally established.
Offered Fall, Spring, Summer
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ED 804 - Political and Policy Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The relationship between politics, educational policy, and educational practice is explored in its broadest sense. Particular emphasis is given to political and leadership theories, their practical application and the role of leadership in developing and implementing policy in the political environment within and outside of educational organizations. Politics and policy are discussed within an ethical framework of social justice and equity. Content will be applied in a variety of class experiences, mentoring activities, and related field assignments.
Offered Spring
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ED 805 - Practicum Experience
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
The practicum is a three-semester placement with a mentor where the candidate can obtain real-time information, examples, and experiences relating directly to the Seven Wisconsin Administrative Standards and licensed content guidelines. The partnership design of the practicum experience blends coursework and reflection with practical experience. The application of learning and research under the guidance of a school district mentor or doctoral faculty member provides the structured “hands-on” experience required to fulfill the licensing requirement as well.
Offered Fall, Spring, Summer
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ED 806 - K12 Human Resource Management
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines how to manage human resources effectively in the dynamic political, legal, social, and economic environment currently impacting schools. Among the topics included are: recruitment and retention; training and development; workforce diversity; organizational structure and job design; performance evaluation; and, compensation models. Students will gain a solid understanding of the fundamentals of human resource management and its strategic relevance in K-12 education. By providing a practical perspective on the development of human capital in intensely “people-oriented” organization, students will develop a conceptual framework of how to create a system of attracting, retaining and developing talent that creates and supports the vision and values of the school district.
Offered Summer
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ED 807 - Practicum Reflection
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
The practicum is a three-semester placement with a mentor where the candidate can obtain real-time information, examples, and experiences relating directly to the Seven Wisconsin Administrative Standards and licensed content guidelines. The reflection phase of the practicum allows the cohort to share their mentorship experience, providing additional insights and cooperative learning to the practicum experience. Students will also finalize their licensure portfolio as a part of this course.
Offered Fall, Spring, Summer
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ED 808 - School District Law
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course offers a case study approach to school law in the areas as staff, student, district, and personnel law as well as broader state and federal categories such as tort liability, civil rights, gender equity, and facility administration. Legal issues of inclusion and diversity will be examined. Ethical and leadership implications of legal issues will be explored under the tutelage of experienced and dedicated specialized educational lawyers and certified district administrators. Completion of several projects are required with the focus on expanding knowledge of how to address applied legal issues in a K-12 setting.
Offered Summer
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