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ED 399 - Cutting Edge Practicum Experience
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 4
This practicum is a supervised experience that fulfills practicum hours to complete the Para-Professional Educator Certificate, or for students who need supervision/support in a practicum. This course is open only to students in the Cutting Edge Program.
Offered Fall, Spring
Prerequisite(s): None.
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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 - Practicum Experience
Minimum Credit(s) Awarded: 3
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.
Offered Fall, Spring
Prerequisite(s): None.
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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 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. Licensure students must be eligible to student teach the following semester.
Prerequisite(s): ED 400P, COR 2
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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 skills essential 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 and developing 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 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 422 - Arts Integration in Education
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is based on the principle that integrating art, music, and theatre 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 Fall
Prerequisite(s): Declared Education Major OR Studies in Education Major
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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.
Offered Fall
Prerequisite(s): ED 330 and junior standing
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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 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
Offered Fall
Prerequisite(s): C or better in 428A; 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 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 435 - Literacy Methods 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.
Offered Spring
Prerequisite(s): Junior level standing, ED 330, declared Education Major.
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ED 436 - Literacy Methods 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.
Offered Fall
Prerequisite(s): ED 435
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ED 437 - Fort Test Prep
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
This course will consist of readings and face to face preparations for the Foundations of Reading Exam (FORT)
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ED 440 - Second Language Acquisition
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is grounded in theories of second language acquisition, and examines the principles and processes through which learners develop language. Students will understand the stages of language development and tools to support language observation, assessment, and analysis. Course activities will prepare students to plan differentiated instruction across a range of proficiency levels. Concepts of language transfer and reciprocity across reading, writing, speaking and listening will be explored.
Offered Spring
Prerequisite(s): ED 262, Education majors, junior standing
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ED 448 - Pre-Study Abroad
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
This course will focus on marginalization of students in the United Kingdom. It should be taken by students planning to attend the summer study abroad experience.
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ED 456 - Methods of Teaching Music K-8
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is the study of methods and materials for effective work in K-8 settings, including conceptual and philosophical grounding in general music and performance curricula. Practicum included. Cross-listed MUS456
Prerequisite(s): Emergent Professional Transition required or approval of School of Education.
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ED 457 - Methods of Teaching Music 6-12
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 3
The study of methods and materials for effective work in 6-12 settings, including conceptual and philosophical grounding in general and performance curricula. Practicum included. Cross-listed MUS457
Prerequisite(s): Emergent Professional Transition required or approval of School of Education.
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ED 461 - ESL Methods & Assessment
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an overview of approaches to designing instruction for language learners. Course content explores the role of scaffolding instruction and the integration of academic reading, writing, listening and speaking. Students will learn how to design genre-based units of instruction paying attention to the language demands in a particular discipline. Lesson design emphasizes the use of formal and informal assessment of language and content. Students will apply strategies to increase quantity and quality of student talk in a classroom setting. This course involves a dedicated field experience for ESL, 50 hours.
Offered Fall
Prerequisite(s): ED 262 and ED 440, Senior Standing, Education Major.
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ED 473 - Bilingual Methods & Assessments
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Explores areas of practice that have a bearing on biliteracy development, bilingual instruction, assessment, and materials and leads students to develop their own curriculum design projects. Considers issues in multi language assessment including reliability, validity, test bias, and standardization and explores alternative authentic evaluation procedures. Includes a practicum experience.
Prerequisite(s): ED 262
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ED 479 - Independent Study - Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Topics and credits to be determined and approved by the School of Education.
Prerequisite(s): consent of instructor.
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ED 483 - Student Tchng: 1-9 MC-EA
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
ED 480 through ED 490and ED 493require concurrent enrollment in ED 402include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 483B - Student Teaching: 1-9 MC-EA & ESL
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
ED 483B requires concurrent enrollment in the ED 402 seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401 and ED 461.
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ED 483C - Student Teaching 1-9 MC-EA & Bilng
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
ED 480 through ED 490and ED 493require concurrent enrollment in ED 402include a seminar as part of the student teaching program admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401 and ED 473.
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ED 483D - Student Teaching 1-9 MC-EA & SPED
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program admission to student teaching is required. All student teaching registrations require approval of School of Education and admission to student teaching.
Offered Fall, Spring
Prerequisite(s): ED 401
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ED 487 - Student Teaching: Secondary EA-A
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student teaching for secondary grades 6-12, EA-A. ED 480through ED 490and ED 493require concurrent enrollment in ED 402as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 488 - Student Teaching Art & Des EC-A:RE
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student teaching experiences required for the Art and Design Teaching license Early Childhood through Adolescence. ED 480through ED 490and ED 493require concurrent enrollment in ED 402include a seminar as part of the student teaching program; admission to student teaching is required.
Prerequisite(s): All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching, ED 401.
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ED 489A - Student Teaching Music General EC-A
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 12
Student teaching: Music general EC-A. ED 480through ED 490and ED 493require concurrent enrollment in ED 402as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Cross-listed MUS489A
Prerequisite(s): ED 401.
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ED 489B - Student Teaching Music Choral EC-A
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 12
Student teaching for Music Choral EC-A. ED 480through ED 490and ED 493require concurrent enrollment in ED 402as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching Cross-listed MUS489B
Prerequisite(s): ED 401.
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ED 489C - Student Teaching Music Instrum EC-A
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 12
Student teaching for Music instrumental EC-A. ED 480through ED 490and ED 493require concurrent enrollment in ED 402as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching. Cross-listed MUS489C
Prerequisite(s): ED 401.
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ED 490 - Student Tchng: Foreign Lang EC-A
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student teaching for program licensing requirement. ED 480through 490 and ED 493require concurrent enrollment in ED 402as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 491 - Field Course in Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Student teaching: Music general EC-A. ED 480through ED 490and ED 493require concurrent enrollment in ED 402as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 493 - Student Teaching: Theatre EC-A
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student teaching for program licensing requirements. ED 480through ED 490and ED 493 require concurrent enrollment in ED 402as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): ED 401
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ED 600P - Initial Practicum
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
The initial practicum will consist of a 40 hour field placement in a diverse public school setting, unless otherwise approved by a program coordinator or advisor. It will inform course activities and assignments as well as reflection on teaching practice by future practitioners.
Offered Spring
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ED 602 - Curriculum Planning
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of curriculum planning at the elementary, middle, and secondary levels; topics include purpose, population, scope, sequence, evaluation, and development in curriculum design, including various approaches to curriculum organization and innovation.
Prerequisite(s): None.
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ED 602A - Curriculum Planning
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of curriculum design and planning at the middle and secondary levels with emphasis on inclusive content area curriculum development, and assessment and grading. Topics include: curriculum design, Universal Design for Learning, Wisconsin Model Academic Standards and Common Core Standards alignment, meaningful assignments, meaningful balanced assessment for learning, differentiation, accommodation, response-to-intervention, grading, and delivery of instruction.
Offered Fall, Spring, Summer
Prerequisite(s): Admission to ASP or consent of instructor.
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ED 603 - Intro to Educational Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides a general introduction to educational research and ethnographic, qualitative and quantitative research methodologies. Students learn how to construct research statements, research designs and data collection tools; do literature reviews; collect and analyze data; write up research findings; and develop research proposals.
Offered Fall, Spring, Summer
Prerequisite(s): Students in Graduate Education or Child Life only.
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ED 604 - Foundations of Adolescent Devt.
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Foundations of Adolescent Development: The primary requirement for successfully navigating adolescence is to develop a series of answers to the question “Who am I”? This course will examine the various ways in which this essential question is answered within the context of the physical, cognitive and social transitions occurring adolescence from ages 10 to 20 with a specific focus on middle andhigh school youth. Strategies for curriculum development and delivery will also be discussed.
Offered Fall, Spring, Summer
Prerequisite(s): Admission to Accelerated Secondary Program (ASP) or consent of instructor.
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ED 604A - Second Language Acquisition Content
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides a comparative overview of first and second language acquisition theories and practices and explores the factors that influence acquisition. Emphasis is placed on curriculum and design, instructional strategies, and cultural considerations in order to engage language learners in academic coursework in the content areas while they develop a second language.
Prerequisite(s): Consent of the instructor.
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ED 604F - ESL Curriculum Design & Assessment
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an overview of pedagogical approaches to teaching ELLs (English language learners). Course content explores the role of scaffolding instruction and the integration of academic reading, writing, listening and speaking. Students will learn how to develop genre-based units of instruction paying attention to the language demands in a particular discipline. This course also examines complex issues of evaluation of ELLs, and prepares students to design formal and informal assessment of language and content. .
Offered Spring, Summer
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ED 604G - Bilingual Ed Curriculum Design/Assm
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an overview of pedagogical approaches to teaching and learning in bilingual education settings. Students will examine effective bilingual instructional methods across content areas, with attention to developing language in different disciplines. Students will understand the role of reading, writing, speaking, and listening in designing instruction and assessment. Review of current research and curricula will be used to develop practical applications for bilingual settings.
Offered Fall
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ED 605A - Language for Teachers I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an understanding of how language functions to achieve a range of purposes that are important in our daily lives, in school learning and in the wider community. It introduces a robust linguistic model that describes how language varies from context to context and places knowledge about language at the core of classroom practice.
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ED 605B - Paradigms of ESL/Bilingual Educ
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will explore the sociolinguistic aspects of bilingualism and ESL/bilingual education. Students will explore: the history of immigration trends in the United States, the history of dual language instruction nationally, surface and deep cultural norms and social capital of immigrant and refugee students, strategies for culturally responsive literacy and discourse practices, ways to involve and encourage the bi-cultural student in the classroom, and theoretical assumptions and research pertaining to socio-linguistic and psycho-linguistic components of instruction.
Prerequisite(s): None.
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ED 605C - ESL/Bilingual Program Development
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course looks at the components of effective ESL program development and design. Certain state and federal guidelines that govern the development and delivery of programs will also be explored. Participants will learn how to advocate for ELL students and address policies and attitudes that affect ELL students, programs and teachers. Strong emphasis will be placed on exploring effective ways of collaborating with general education teachers.
Prerequisite(s): None.
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ED 605D - Biliteracy Development
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course prepares bilingual educators for developing reading and writing among preK-12 students learning in two languages. Using a case study approach, participants will carry out formative assessment of literacy and language behaviors with a focus student or student group. They will use observation and analysis to design biliteracy instruction that honors student strengths across languages and across domains. Class sessions will incorporate collaboration and reflection of case studies in different contexts, addressing factors that impact biliteracy development. This course builds knowledge of foundational skills, reading strategies, writing, reading comprehension, and reading fluency. Readings and activities will be carried out in Spanish and English. Course prerequisites: ED 604A and a passing score on the Language Proficiency Test.
Offered Fall, Spring
Prerequisite(s): ED 604A
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ED 610P - Initial Practicum SPED
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is a zero Credit first Practicum Experience in a PK -12 school. Experiences in the practicum include understanding the school setting, classroom observation, student observations in inclusive and resource environments, and observing an IEP meeting (Face-to-Face or Virtually). Practicum assignments are connected to ED 704 Disability and Marginality. 25 hours required.
Offered Fall, Spring
Prerequisite(s): Admission to Graduate Licensing in Special Education.
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ED 611 - Approaches to Literacy
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on major historical developments in the teaching of reading including influential literacy paradigms and their impact on teaching and curriculum. In particular, students will be introduced to socio-linguistically informed approaches.
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ED 616 - Transition I & Family Process
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is a comprehensive overview of career and transition planning for the full spectrum of individuals with disabilities. Additionally, as a result of this class, students will be able to identify and participate in the objectives as identified by the Council of Exceptional Children, Division on Career Development and Transition as desirable competencies for secondary special educators. Through the lens of Social Justice and considering ethical practice, the affects of disproportionality in transition education will be in the forefront. Candidates will be provided access to specialized supports and strategies for working with marginalized demographic youth, and their families.Finally, candidates will meet the requirements of the Wisconsin Department of Public Instruction relative to transition and family involvement issues. This course will provide an introduction to the effects of different disabilities on student career, vocational, and transition and student readiness for adult independence. Focus will involve the identification and study of effective and ethical practices and transition-related skill development for both inservice and preservice professional practitioners. Special emphasis will be placed upon families and family involvement, as related to State of Wisconsin supports and parent and family rights in the transition process.
Offered Fall, Spring, Summer
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ED 618 - Diversity, Culture, & Literacy
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides an in depth study of ways of promoting literacy when informed by a sociolinguistics and a systemic functional linguistic perspective. It emphasizes the importance of developing multiple literacies and how this is a social justice issue for our schools.
Prerequisite(s): ED 611 and ED 686 or consent of instructor.
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ED 620 - Intro to Educational Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides students with opportunities to learn about the many aspects of leadership and facilitation of change in education. The course explores the challenges and rewards that leader’s experience, successful practices which enhance student learning, and an opportunity to develop a personal leadership vision. Includes the study of the tasks and climate of leadership at the elementary, middle, and secondary levels necessary to understand personal, social, and organizational change.
Prerequisite(s): None.
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ED 620P - Initial Practicum ACE
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is a zero credit first practicum experience in a PreK - 9 school setting. Experience in this practicum will include understandiing of the school setting, classroom observations and large and small group interactions. 30 hours are required during this initial experiences. Practicum assignments will be connected with ED 661.
Offered Fall
Course Fee: 0
Prerequisite(s): Admitted into the ACE
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ED 621 - School Business Administration
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Study of the social policy and operational foundations of public school finance including revenue sources, uniform state accounting system, financial planning and budgeting at federal, state, and local levels as well as the practical implications at the school building level for planning, budgeting, and resource allocation.
Prerequisite(s): None.
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ED 622 - The Principalship
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides students with an in-depth exploration of the principalship. The course explores the nature and functions of principal leadership in schools. Class readings, presentations, case study analysis, interview with principals, and strategies for creating positive and productive school learning environments will be features of the course.
Prerequisite(s): None.
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ED 624 - Literacy Development
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on pedagogies supporting literacy development in the elementary classroom inclusive of linguistically and culturally diverse students. Building upon ED 611, it explores how literacy traditions, sociocultural theory, and key historical figures have influenced classroom practices in beginning literacy. Requirements for discussions and the final project assume students are currently teaching. Practicum required.
Offered Fall
Prerequisite(s): ED 611.
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ED 625 - Inclusive School Law
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Ethical administration of school law is examined through topical explorations where students engage in ethical analysis of real life dilemmas involving school law: church-state relations, Equality in Education (including Equal Educational Opportunity (EEO), Bilingual and Second Language, AALANA , Gender Equity), student discipline, matters of attendance, instructional issues, students’ rights, tort liability, terms and conditions of employment, employee discipline, athletics, extracurricular, the provision of special education and related services, and Higher Education Law. Federal and state statutes, rules and regulations that govern the daily practice and the administration of schools as it applies to school administrators (principals, curriculum coordinators, athletic directors, business managers, etc.) are addressed through case based scenarios and case law.
Prerequisite(s): None.
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ED 627 - Assessing Literacy
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course emphasizes principles and guidelines behind assessing literacy. It introduces a developmental approach to assessing literacy based on systemic functional linguistics with attention to the academic language demands of schooling. Students are provided with ways of doing assessment resulting in useable diagnostic insight.
Prerequisite(s): ED 605A
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ED 631 - Supervision of Instruction
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides students with the knowledge and skills that will enable them to be effective supervisors of educational personnel. Class activities will include study of various supervisory models, application of supervisory techniques to relevant case studies/school situations, and the formation of a personal supervisory plan applicable to a school setting.
Prerequisite(s): None.
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ED 635 - Diversity in the Classroom
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores the many issues (including race, gender, legal status, social class and sexual orientation) that are part of the diverse landscape in our schools today. We will consider issues of oppression and privilege, both as they inform the way inequitable societal structures have taken root in the US, as well as the ways those issues play out in the country, and in our schools, today. Culturally Responsive Teaching is a pedagogical stance that recognizes and honors the importance of students’ cultural realities in all aspects of learning. Culture is central to learning, playing a role not only in communicating and receiving information, but also in shaping the thinking process and beliefs of groups and individuals. Our goal is to define a pedagogical stance that acknowledges, responds to, and celebrates cultures, and strives to build an authentically inclusive community.
Offered Fall, Spring, Summer
Prerequisite(s): ACE, ASP, or XCAT students only.
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ED 636 - District Admin of Spec Ed & Pup Ser
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of administration and supervision of special education and pupils services at the district level, including assessment, planning, and coordination responsibilities.
Prerequisite(s): None.
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ED 637 - Dist Ad of Prgm Plnng/Eval/Stff Dev
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
A study of the role and functions of administration as it relates specifically to curriculum and instruction at the district level, including assessment, staff development, and program coordination.
Prerequisite(s): None.
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ED 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 general methods of instruction in secondary classrooms. 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 650P - Intermediate Practicum ACE
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is a 0 Credit intermediate practicum course that provides 30 hours of classroom experience in the Mathematics Classroom. This work in this course will be connected with ED 699A.
Offered Spring
Prerequisite(s): Admittance into the ACE Certification Program.
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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 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.
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 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 660E - Reflections ESL/Bilingual Teaching
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is the reflective component that accompanies ESL/Bilingual supervised field experience. Through cycles of inquiry and feedback, the course supports student teachers in delivering equitable instruction to multilingual youth. Participants demonstrate competencies in ESL and Bilingual standards through the completion of a portfolio.
Offered Fall, Spring
Prerequisite(s): Prerequisite: Admission to ESL/Bilingual Student Teaching
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ED 660P - Intermediate Practicum SPED
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is a zero credit second practicum experience in a PK-12 elementary or middle school. Experiences include working with individual special education students and small groups of students in inclusive and resource environments. Practicum assignments are connected to ED 672A and ED 672B . 30-40 hours required.
Offered Fall, Spring
Prerequisite(s): Admitted to graduate Special Education licensing program
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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 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 assessment and 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 675B - Assess & Inst.Meth Teaching Aut ID
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to train teachers in assessments to determine eligibility and need for Special Education and in IEP Instructional planning, progress monitoring, RtI, management, and delivery of instruction to students with Emotional Behavioral Disabilities and Specific Learning Disabilities. Topics include but are not limited to Culturally Responsive Non-Biased Assessment and Analysis in the areas of Social, Emotional, and Behavioral Competence, Language, Academics, and evidence based High Leverage Special Education instructional practices, Collaborative Consultation with instructional assistants and general education teachers. All courses completed with the exception of ED 676B and ED 675B. Advanced Practicum required across both courses.
Offered Fall, Spring
Prerequisite(s): Admitted to graduate special education license program.
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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 676B - ASSESS &METHODS OF TEACHING EBD SL
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to train teachers in assessments to determine eligibility and need for Special Education and in IEP Instructional planning, progress monitoring, management, and delivery of instruction to students with Emotional Behavioral Disabilities and Specific Learning Disabilities. Topics include but are not limited to Culturally Responsive Non-Biased Assessment and Analysis in the areas of Social, Emotional, and Behavioral Competence, Language, Academics, and evidence based High Leverage Special Education instructional practices, Collaborative Consultation with instructional assistants and general education teachers. Completed all courses but ED 675B and ED 676B.
Offered Fall, Spring
Prerequisite(s): Admitted to graduate special education license program.
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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 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 this course.
Offered Fall, Spring
Prerequisite(s): ED 602A , ED 635 , or consent of instructor.
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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 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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