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2023-2024 Edgewood College Catalog [ARCHIVED CATALOG]
Course Descriptions
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Economics |
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ECON 465 - Reading in History of Econ Thought
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Intensive overview of the major economic theorists in the 19th and 20th centuries. Offered by arrangement.
Prerequisite(s): None.
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ECON 495 - Managerial Economics
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
Economic theory applied to managerial decision-making. This course combines the theoretical concepts and quantitative tools used by economists for practical applications to decisions concerning prices, demand, production, costs, risk, market structure, and government policy toward business.
Prerequisite(s): ECON 256 or ECON 240 .
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ECON 650 - Intro to Financial & Economic Ed
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 4
A three credit graduate course intended to serve as introduction to financial economics with a heavy emphasis on savings, the future value of money, present value calculations, and the role of credit in the modern economy. There will be a section devoted to the role of money and credit in the overall macro-economy with special emphasis on the role of the Federal Reserve in controlling the quantity of money and credit in the economy. The last section of the course will focus on the role of hedging interest rate risk by utilizing futures markets and traded options on the Chicago Board of Trade and Chicago Mercantile Exchange. A field trip to Chicago will provide the students with a direct experience with the futures markets and the Federal Reserve Bank of Chicago.
Prerequisite(s): None.
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ECON 651 - Intermediate Financial Economics
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 4
Builds on ECON 650 . Covers topics in insurance, retirement financing, personal finances, financial decision making and estate planning.
Prerequisite(s): None.
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ECON 652 - Financial & Econ Ed III
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 4
An intensive overview of basic tax issues such as income taxes, social security taxes, and estate taxes. An additional section will deal with retirement planning and related taxation issues. A final section will focus on entrepreneurial opportunities for workers displaced by technology.
Prerequisite(s): None.
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Education |
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AREDU 600 - 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
Prerequisite(s): ACE, ASP, or XCAT students only.
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AREDU 603 - Development&Disability Child&Youth
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines the physical, cognitive, social, and emotional development of children and youth, with a comprehensive overview of differences and exceptionalities identified in high and low incidence areas of disability. Theories and issues of childhood related to social, emotional, intellectual, physical, and moral development and learning will be applied and analyzed, as well as the promotion of health and wellness, conflict resolution, and knowledge of mandatory reporting requirements. The historical and legal foundations of cross categorical special education are explored, including major federal legislation (IDEA, ADA, and Section 504), state rules and policies (PI 34 and Child Find), referral processes, and collaboration between general and special education. Knowledge and skills related to the history and basic components of inclusive learning environments, specific characteristics of each disability area, the implications of atypical childhood, and the lifelong effects of each disability are emphasized. A practicum experience will enable candidates to demonstrate abilities to work with children and youth of all backgrounds.
Offered Fall, Spring
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AREDU 605 - Diversity Transition Family Process
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores issues of oppression and privilege such as racism and sexism, in addition to many aspects of identity (including race, gender, legal status, social class and sexual orientation) through a lens of Culturally Responsive Teaching, a pedagogical stance that recognizes and honors the importance of students’ cultural realities in all aspects of learning. Skills for conflict resolution and for working respectfully with diverse students, families, cultures, and communities will be developed. The course introduces the effects of different disabilities on student career, vocational, and transition readiness for adult independence, with a focus on the impact of disproportionality in transition education. Access to specialized supports and strategies for working with marginalized demographic youth and families will be provided. The course will address family engagement and parent and family rights in the transition process, as well as the history, culture, and tribal sovereignty of American Indian Tribes and bands in Wisconsin.
Offered Fall
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AREDU 606 - CCSE Reading Literacy I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on the science of early literacy development and understanding the reading process by which children learn to read, combining theoretical and practical approaches to this field of study. Students will develop theoretical and practical knowledge about the reading process, development, and language through readings, discussions, activities, and study of beginning readers using assessment tools and observations (in a required practicum setting). Students will develop deep knowledge and skills in the science of learning to read.
Offered Fall
Course Fee: $75
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AREDU 608 - CCSE Reading Literacy II
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 as they design and implement pedagogy based on understanding of the reading process, early literacy development, the role of assessment, and language, developing confidence as a professional who is highly knowledgeable in the field of literacy pedagogy. Practicum required in which students will spend 2-3 consecutive days teaching reading to small groups or individuals for 30–45-minute blocks of time.
Offered Spring
Course Fee: $75
Prerequisite(s): AREDU 606 CCSE Reading Literacy I
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AREDU 610 - Lang/Communication Development CCSE
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 in relation to developmental stages and adapting instruction to facilitate teaching and learning for students experiencing high incidence disabilities. Cultural influences, multilingualism, dialectical differences, non-biased assessment, and assistive technology are considered.
Offered Fall
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AREDU 612 - Assessment & Analysis of Disability
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines and builds understanding of academic, language, behavior, and social assessment practices. Skills of 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.
Offered Spring
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AREDU 614 - CCSE Methods and Materials
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course compares and analyzes educational strategies and teaching techniques, curriculum planning, methods and materials, data collection, and Inclusive classroom management for students with high incidence disabilities. Concurrent enrollment in practicum required.
Offered Spring
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AREDU 620 - Initial 8-Wk Practicum, AR Programs
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is the initial practicum for asynchronous residency programs in ACE, ASP, and CCSE. Students will complete 50 hours of field experience in a PK-12 placement aligned with their licensure area. Students will have linked assignments from concurrent enrollment in foundations and methods courses. Each student will have supervisory observations at the initial level during this course.
Offered Fall, Spring
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AREDU 622 - Advanced 8-Wk Practicum AR Programs
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is the advanced practicum for asynchronous residency programs in ACE, ASP, and CCSE. Students will complete 50 hours of field experience in a PK-12 placement aligned with their licensure area. Students will have linked assignments from concurrent enrollment in foundations and methods courses. Each student will have supervisory observations at the advanced level during this course.
Offered Fall, Spring
Prerequisite(s): AREDU 620 Initial 8-Week Practicum, AR Programs
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AREDU 662 - Integrative Classroom Environments
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores the meaning of curriculum and promising instructional practices for elementary and middle school grades. 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.
Offered Fall
Prerequisite(s): For students in accelerated elementary programs only.
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AREDU 664 - 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 Spring
Prerequisite(s): For students in the accelerated elementary program only.
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AREDU 671 - Mathematics Methods
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on mathematics standards, content, and pedagogy, exploring major concepts, operations, algorithms, procedures, applications, and practices for teaching mathematics at the Elementary and Middle School levels. The course will focus on planning, teaching, and assessing math instruction.
Offered Spring
Prerequisite(s): For students in the accelerated elementary program only.
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AREDU 672 - Literacy Language Arts Methods I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
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This course is the first of a two-course series that prepares students to lead anti-racist, evidence-based literacy instruction. Curriculum fosters deep knowledge of literacy with an emphasis on emergent and early stages of reading. Through analysis of literacy research, students develop skills relevant to the Foundations of Reading Test (FORT), including phonics, phonemic awareness, word work, vocabulary, fluency, comprehension, and writing. Students learn how to integrate skill development while cultivating intellect, criticality, joy, and literate identities. Activities emphasize reflective practice and literacy advocacy. Course aligns with a practicum at PK-2 level.
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Offered Fall
Course Fee: $75
Prerequisite(s): For students in accelerated elementary programs only.
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AREDU 674 - Literacy Language Arts Methods II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is the second of a two-course series that prepares students to lead anti-racist, evidence-based literacy instruction. Curriculum fosters deep knowledge of literacy with an emphasis on transitional and fluent stages of reading. Through analysis of literacy research, students develop skills relevant to the Foundations of Reading Test (FORT), including phonics, phonemic awareness, word work, vocabulary, fluency, comprehension, and writing. Students learn how to integrate skill development while cultivating intellect, criticality, joy, and literate identities. Activities emphasize reflective practice and literacy advocacy. Course aligns with a practicum at grade 3 and beyond.
Offered Fall
Course Fee: $75
Prerequisite(s): For students in the accelerated elementary program only.
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AREDU 675 - Social Studies Methods & Diversity
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on the standards, content, and pedagogy of Social Studies instruction at the Elementary and Middle School levels. The course will equip students to select methods, resources, and assessment strategies to teach major Social Studies concepts including Inquiry Practices and Processes, Civics, Economics, Geography, and History. The course explores issues of oppression and privilege such as racism and sexism, in addition to many aspects of identity (including race, gender, legal status, social class and sexual orientation) through a lens of Culturally Responsive Teaching, a pedagogical stance that recognizes and honors the importance of students’ cultural realities in all aspects of learning. The course will develop skills for working respectfully with diverse students, families, cultures, and communities. The course will also address the history, culture, and tribal sovereignty of American Indian Tribes and bands in Wisconsin.
Offered Fall
Prerequisite(s): For students in the accelerated elementary program only.
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AREDU 690 - 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. This course satisfies PI 34.022(1), cooperative marketing and consumer cooperatives, for candidates seeking licensure in social studies.
Offered Fall
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AREDU 692 - Foundations Adolescent Development
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
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 with a specific focus on middle and high school youth. Strategies for curriculum development and delivery will also be discussed.
Offered Fall
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AREDU 694 - Secondary Methods I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides aspiring educators with knowledge, skills, and experiences to develop and deliver effective instructional programs aligned with content area standards for students at the middle and high school levels. Candidate teachers will explore theories and practices of curriculum planning and instructional design, including strategies for integrating technology across the curriculum.
Offered Spring
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AREDU 698 - Methods of Teaching and Learning II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides multiple models of instructional design and classroom facilitation strategies with opportunities to implement curriculum planning in secondary content area classrooms through a clinical placement. Candidate teachers will develop knowledge and skills in methods for utilizing facilitated discussions, feedback for student growth, balanced assessment models, and active learning strategies grounded in content area standards. This course satisfies PI 34.022(2), environmental education, and conservation, for candidates seeking licensure in social studies and science.
Offered Spring
Prerequisite(s): AREDU 694 Secondary Methods I
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AREDU 700 - Secondary Literacy
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces content area literacy theories and practices, grounded in the concept that every secondary teacher is a teacher of literacy. Candidate teachers will study what literacy is and how literacy practices are specialized for specific environments, content areas, and students, including multilingual learners. The course will demonstrate how literacy instruction is essential for students to develop core content proficiency through exploring the transition from an elementary “learning to read” focus to the “reading to learn” focus of middle school and high school; the interconnectedness of reading, writing, and thinking and the need to explicitly provide modeling for each to support student success; and diverse resources, strategies, and approaches to differentiation to support all students.
Offered Fall
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AREDU 702 - Application of Content Standards
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Candidates pursuing licensure in secondary English, Math, Science, or Social Studies will gain an understanding of the academic standards for their field of specialty and develop knowledge and skills to effectively apply teaching and learning principles. Candidates work with a content specialty mentor and develop a curricular plan built on the Wisconsin Academic Standards and the content area standards of the national professional association of educators for their field. Products will demonstrate that instruction must be rigorous and relevant, purposeful assessment drives instruction and learning, learning is a collaborative responsibility, responsive environments engage learners, and every learner brings strengths and has a right to learn. A clinical experience will be aligned with this course.
Offered Spring
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AREDU 751 - Reflections on Teaching Practice AR
Minimum Credit(s) Awarded: 1.5
Maximum Credit(s) Awarded: 1.5
This course engages candidate teachers in the inquiry, reflection, and action necessary for developing socially just classrooms. Candidates engage in reflecting on their student teaching practice completing the Edgewood College Initial Educator Performance Assessment.
Offered Fall, Spring
Prerequisite(s): AREDU 622 Advanced 8-Week Practicum, AR Programs
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AREDU 753 - CCSE Student Teaching AR Programs
Minimum Credit(s) Awarded: 1.5
Maximum Credit(s) Awarded: 1.5
A supervised field teaching in cross-categorical special education in a school setting appropriate to the level of prospective professional practice.
Co-requisite: AREDU 751 Reflections on Teaching Practice, AR Programs
Offered Fall, Spring
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AREDU 754 - ASP Student Teaching AR Programs
Minimum Credit(s) Awarded: 1.5
Maximum Credit(s) Awarded: 1.5
A supervised field teaching in secondary education in a school setting appropriate to the level of prospective professional practice.
Corequisite: AREDU 751 Reflections on Teaching Practice, AR Programs
Offered Fall, Spring
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AREDU 790 - Intro to Educational Research AR
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; conduct 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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AREDU 792 - Research Capstone Project AR
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
In this course each student will build on their research proposal as developed in AREDU 790 in order to design, conduct, and write their master’s research capstone project.
Offered Fall, Spring, Summer
Prerequisite(s): AREDU 790 Intro to Educational Research
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DCEDU 250 - Initial Practicum, DC Programs
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is the initial practicum for degree completion programs. Students will complete 50 hours of field experience in a PK-12 placement aligned with their licensure area. Students will have linked assignments from concurrent enrollment in foundations and methods courses. Students may have supervisory observations at the initial level during this course.
Offered Fall, Spring
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DCEDU 362 - Integrative Classroom Environments
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course explores the meaning of curriculum and promising instructional practices for elementary and middle school grades, K-9. This includes understanding instructional organization, promoting science, technology, and math integration in the curriculum, and the literary opportunities of an integrated curriculum in a framework of culturally responsive teaching.
Offered Fall
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DCEDU 363 - Development/Disability Child/Youth
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course examines the physical, cognitive, social, and emotional development of children and youth, with a comprehensive overview of differences and exceptionalities identified in high and low incidence areas of disability. Theories and issues of childhood related to social, emotional, intellectual, physical, and moral development and learning will be applied and analyzed, as well as the promotion of health and wellness, conflict resolution, and knowledge of mandatory reporting requirements. The historical and legal foundations of cross categorical special education are explored, including major federal legislation (IDEA, ADA, and Section 504), state rules and policies (PI 34 and Child Find), referral processes, and collaboration between general and special education. Knowledge and skills related to the history and basic components of inclusive learning environments, specific characteristics of each disability area, the implications of atypical childhood, and the lifelong effects of each disability are emphasized. A practicum experience will enable candidates to demonstrate abilities to work with children and youth of all backgrounds.
Offered Fall, Spring
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DCEDU 364 - Science Exploration and Methods
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
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 experience is required.
Offered Spring
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DCEDU 371 - Mathematics Methods
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course focuses on mathematics standards, content, and pedagogy, exploring major concepts, operations, algorithms, procedures, applications, and practices for teaching mathematics at the Elementary and Middle School levels. The course will focus on planning, teaching, and assessing math instruction. A concurrent practicum is required.
Offered Spring
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DCEDU 372 - Literacy Language Arts Methods I
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course is the first of a two-course series that prepares students to lead anti-racist, evidence-based literacy instruction. Curriculum fosters deep knowledge of literacy with an emphasis on emergent and early stages of reading. Through analysis of literacy research, students develop skills relevant to the Foundations of Reading Test (FoRT), including phonics, phonemic awareness, word work, vocabulary, fluency, comprehension, and writing. Students learn how to integrate skill development while cultivating intellect, criticality, joy, and literate identities. Activities emphasize reflective practice and literacy advocacy. Course aligns with a practicum at PK-2 level.
Offered Fall
Course Fee: $75
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DCEDU 374 - Literacy Language Arts Methods II
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This is the second of a two-course series that prepares students to lead anti-racist, evidence-based literacy instruction. Curriculum fosters deep knowledge of literacy with an emphasis on transitional and fluent stages of reading. Through analysis of literacy research, students develop skills relevant to the Foundations of Reading Test (FoRT), including phonics, phonemic awareness, word work, vocabulary, fluency, comprehension, and writing. Students learn how to integrate skill development while cultivating intellect, criticality, joy, and literate identities. Activities emphasize reflective practice and literacy advocacy. Course aligns with a practicum at grade 3 and beyond.
Offered Fall
Course Fee: $75
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DCEDU 375 - Social Studies Methods & Diversity
Minimum Credit(s) Awarded: 4
Maximum Credit(s) Awarded: 4
This course focuses on the standards, content, and pedagogy of Social Studies instruction at the K-9 levels. The course will equip students to select methods, resources, and assessment strategies to teach major Social Studies concepts including Inquiry Practices and Processes, Civics, Economics, Geography, and History. The course explores issues of oppression and privilege such as racism and sexism, in addition to many aspects of identity (including race, gender, legal status, social class and sexual orientation) through a lens of Culturally Responsive Teaching, a pedagogical stance that recognizes and honors the importance of students’ cultural realities in all aspects of learning. The course will develop skills for working respectfully with diverse students, families, cultures, and communities. The course will also address the history, culture, and tribal sovereignty of American Indian Tribes and bands in Wisconsin.
Offered Fall
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EDU 199 - Finding Purpose, Major, Career
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
This course is intended to help you learn, develop and practice the skills essential for finding employment that matches your interests and values. Who are you? What special skills do you bring to the workforce? What are your interests and what do you hope to do with them someday? We will help you to develop professional goals related to your career interests, research different careers and skills, and be better prepared to find your path after college.
Offered Fall
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EDU 201 - Intro to Philosophy of Education
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course offers an introduction to what lies beyond certain common sense understandings of education by examining the philosophical roots of traditionalist, progressivist, and functionalist understandings of education. Students will engage with key texts from educational philosophers such as Socrates, Plato, Rousseau, Dewey, Freire, and hooks, to name a few. Students will use these philosophers’ understandings and conceptualizations of education as a prism through which to tour local schools and subsequently reflect on the variety of learning environments.
Offered Fall
Prerequisite(s): Sophomore Status and Division of Education major
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EDU 202 - Exceptional Children and Youth
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is an overview of exceptionalities of children and youth identified in high and low incidence areas of disability. The historical and legal foundations of cross categorical special education for children and youth and the collaborative roles between general and special education will be discussed.
Offered Fall
Prerequisite(s): Sophomore Status and Division of Education major
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EDU 203 - Foundations of Language and ESL
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines issues that affect English language learners (ELLs) in schools. Students will develop the knowledge of language necessary for effective teaching of ELLs. Language is framed as a valuable resource used to serve a purpose; students will investigate concepts of register, genre, and features through the lens of functional linguistics. Students will also explore factors that contribute to the educational experience of English learners by examining impacts of policy, programming, and instruction. Course activities set students up to understand and appreciate the experience of students from culturally and linguistically diverse backgrounds.
Offered Fall
Prerequisite(s): Sophomore Status and Division of Education major
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EDU 204 - Infancy through Young Adult
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to provide a study of the physical, cognitive, social and emotional development of the child through prenatal, infancy, early childhood, middle childhood, pre-adolescence, adolescence, and young adulthood periods. It will focus on: (a) the comprehension, application, and analysis of theories and issues of childhood, including social, emotional, intellectual, physical, and moral development and learning; (b) changes and problems in the transition from childhood to adulthood, including social, emotional, intellectual, physical, and moral development and learning. Special attention is given to educational implications for children from diverse backgrounds.
Offered Spring
Prerequisite(s): Completion of or concurrent enrollment in ED 262 .
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EDU 205 - Teaching and Learning
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces and critically explores models and theories of curriculum, teaching, and assessment. Students will experience multiple pathways to planning a lesson. In addition to lesson planning within the teaching-learning cycle, this course explores different modes of instructional delivery as vehicles for learner engagement. The course gives students opportunities to navigates student-directed and teacher-direct dialogues, including group facilitation. In this class, students reflect on practice through a lens of equity and classroom collaboration, honing students’ adaptive expertise and development as reflective practitioners. It supports learners as they develop a coherent learning segment and reflect on student learning within the learning segment, including reflection around the selection of instructional activities, materials, strategies, and supports. The class will use multi-disciplinary methods to consider key educational issues and tensions in these areas including differentiation and the relationships between schooling, educational access and equity, and society. Students will engage in formal and informal writing including reflections on course readings, films, and discussions; peer review of written work; and the use of different genres to critically explore tensions in education. A practicum is required. Meets DPI conflict resolution requirement.
Offered Spring
Prerequisite(s): ED 200, ED 215, and sophomore standing
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EDU 206 - Wellness in Education
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course provides introductory knowledge and skills to integrate concepts of health, nutrition and physical education into the elementary school curriculum. Instruction in developmentally appropriate programs for physical fitness and health promotion will build understanding of personal and community health issues in schools today.
Offered Fall, Spring
Prerequisite(s): ED 200 , ED 215 , and sophomore standing
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EDU 211 - Conflict Resolution
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
ED 200A focuses on human relations and conflict resolution. Students will develop the knowledge, skills, and dispositions needed to work successfully in pluralistic classrooms and professional environments. The implications of individual and institutional discrimination will be examined through culturally significant characteristics (such as race, culture, socioeconomic status, language, ability, gender, gender identification, and sexual orientation) of individuals and groups within the United States, and the intersections among them. Through self- analysis and reflection, historical investigation linked with analysis of contemporary schools and society, school/ community-based experiences, and communication skill-building. Students will learn how to be responsive to the cultural contexts of communities and the dynamics of difference. Students will use their understanding of the past and present to inform their professional practice, and consider their role in working for positive change in the face of complexity. Course meets Wisconsin DPI Conflict Resolution requirement. This course will involve fieldwork.
Prerequisite(s): Consent of the School of Education.
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EDU 212 - American Indian Tribes of Wisconsin
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
Students will develop the knowledge, skills, and dispositions needed to work successfully in pluralistic classrooms and professional environments. The implications of individual and institutional discrimination will be examined through culturally significant characteristics (such as race, culture, socioeconomic status, language, ability, gender, gender identification, and sexual orientation) of individuals and groups within the United States, and the intersections among them. Through self- analysis and reflection, historical investigation linked with analysis of contemporary schools and society, school/ community-based experiences, and communication skill-building. Students will learn how to be responsive to the cultural contexts of communities and the dynamics of difference. Students will use their understanding of the past and present to inform their professional practice, and consider their role in working for positive change in the face of complexity. Course meets Wisconsin DPI American Indian Tribes requirement. This course will involve fieldwork.
Prerequisite(s): Consent of the School of Education.
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EDU 225 - Initial Practicum I
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
Students will spend 25 hours in a PreK-5 school setting throughout the semester. Students will be placed in a diverse public school setting with the ability to showcase high quality instruction to new English Language Learners.
Students should register for ED 200, ED 215, ED 262, and ED 271 concurrently.
Offered Fall
Prerequisite(s): Sophomore Status and Division of Education major
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EDU 270 - Topics: Pedagogy for MUS: Folk Inst
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275A
Prerequisite(s): None.
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EDU 271 - Topics: Pedagogy for MUS: Brass Ped
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275B
Prerequisite(s): None.
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EDU 272 - Topics: Pedagogy for MUS: Woodw Ped
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275C
Prerequisite(s): None.
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EDU 273 - Topics: Pedagogy for MUS: String
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275D
Prerequisite(s): None.
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EDU 274 - Topics: Pedagogy for MUS: Percussn
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275E
Prerequisite(s): None.
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EDU 275 - Topics: Pedagogy for MUS: Vocal
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
A study of methods, materials, and the development of competencies and skills used in the music classroom. Cross-listed MUS275F
Prerequisite(s): None.
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EDU 279 - Independent Study - Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Topics and credits will be determined and approved by the School of Education.
Prerequisite(s): consent of instructor.
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EDU 290 2 - Conceptn of Gender: Infancy-Adolesc
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will interrogate the social and institutional processes through which the construction of gender takes place through readings, discussion, and experiences in school or community-based settings. Students will consider the ethical dimensions of gender conceptions, the ways their own worldviews of gender have formed and informed their experiences, and strategies for enacting gender in order to help build a more just and compassionate world. This course will involve a fifteen-hour field placement in an educational setting during the school day.
Offered Fall
Prerequisite(s): Completion of COR 1 or COR 199 or COR 199 in progress; two full-time semesters of college credit, excluding retro credits, AP credits, and college credit earned while in high school; current enrollment in practicum; completion of, or concurrent enrollment in ED 215 or consent of instructor.
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EDU 300 - Teaching for Social Justice
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course introduces and critically explores models and theories of curriculum, teaching, and assessment. The class uses multi-disciplinary methods to consider key educational issues and tensions in these areas including differentiation and the relationships between schooling, educational access and equity, and society. Students will engage in formal and informal writing including reflections on course readings, films, and discussions; peer review of written work; and the use of different genres to critically explore tensions in education. A practicum is required. Meets DPI conflict resolution requirement.
Offered Fall
Prerequisite(s): Junior Status and Division of Education major
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EDU 301 - 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): Junior Status and Division of Education major
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EDU 303 - 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): Junior Status and Division of Education major
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EDU 304 - Literacy Methods I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
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This course is the first of a two-course series that prepares students to lead anti-racist, evidence-based literacy instruction. Curriculum develops knowledge of literacy with an emphasis on emergent and early stages of reading. Activities prepare students with skills relevant to the Foundations of Reading Test (FORT) including phonics, phonemic awareness, word work, vocabulary, fluency, comprehension, and writing. Students learn how to integrate skill development while cultivating intellect, criticality, joy, and literate identities. Course aligns with a practicum at PK-2 level.
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Offered Spring
Prerequisite(s): Junior level standing, EDU 205 , declared Education Major.
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EDU 305 - 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.
Offered Spring
Prerequisite(s): C or better in a Math course
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EDU 307 - 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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EDU 308 - Technology & Assess in Classroom
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores the use of technology as a learning instrument in the classroom and supports students to evaluate and use instructional materials and technological resources. In addition, this course equips students with the skills needed to design appropriate formative and summative assessments around identified learning goals. Attention is focused on designing high-quality measures of student learning, evaluation of one’s own teaching practice, delivering appropriate and specific constructive feedback, and evaluating whole-class student learning.
Offered Fall
Prerequisite(s): ED 330 and junior standing
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EDU 379 - Independent Study - Education
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
Topics and credits will be determined and approved by the School of Education.
Prerequisite(s): consent of instructor.
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EDU 384 - Lit for Chilhd to Adolsen Hlthcare
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
An overview, exploration and critical examination of literature appropriate for children across a wide variety of age groups [early childhood to adolescence] to be utilized during their time in a variety of healthcare settings. Culturally relevant pedagogical practice will be examined through the prism of literary genre and as it relates to selection, analysis and uses of literature in a healthcare setting. The role that literature plays in advocacy, social and racial justice will be examined as well as how adolescent literature has been banned and censored. Bibliotherapeutic approaches, activities, and strategies will be explored through sociocultural theories of learning to engage patients of various age groups. This course is specifically geared to students in the Child Life program.
Offered Fall
Prerequisite(s): Completion of or concurrent enrollment in the Written Communnication requirement, and a declared Child Life major.
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EDU 390 - Independent Practicum
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 2
This practicum is an independent practicum designed to provide students with additional experience. The content of the experience is determined by faculty and practicum supervisor.
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EDU 396 - Practicum, Studies in Education
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
Students will spend 25 hours in a K-12 school setting throughout the semester. Students will be placed in a diverse public-school setting with the ability to showcase high quality instruction to all students, including new English Language Learners. Prerequisites: Sophomore Status and Studies in Education Major.
Offered Fall, Spring
Prerequisite(s): Sophomore status, Studies in Education Major
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EDU 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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EDU 401 3 - 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.
Offered Fall, Spring
Prerequisite(s): Senior Status and Division of Education major
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EDU 403 - 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): Senior Status and Division of Education major
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EDU 404 - Literacy Methods II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is the second of a two-course series that prepares students to lead anti-racist, evidence-based literacy instruction. Curriculum develops knowledge of literacy with an emphasis on transitional and fluent stages of reading. Activities prepare students with skills relevant to the Foundations of Reading Test (FORT), including phonics, phonemic awareness, word work, vocabulary, fluency, comprehension, and writing. Students learn how to integrate skill development while cultivating intellect, criticality, joy, and literate identities. Course aligns with a practicum at grade 3 and beyond.
Offered Fall
Prerequisite(s): Senior Status and Division of Education major
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EDU 405 - 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): Senior Status and Division of Education major
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EDU 406 - 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): Senior Status and Division of Education major
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EDU 408 - 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): EDU 203
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EDU 410 - Indiv. Educ. Assess and Analysis
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Course focus: understanding of legal assessment practices, non-biased assessment in the first language, a wide array of assessment methods so that students develop ability to evaluate/assess/analyze assessment data to determine eligibility & to evaluate responsiveness to instruction. Learner Characteristics, neuropsychological differences, motivation, cultural and linguistic differences are examined in assessment. Course explorations move from general to specific through student declared area of emphasis (A-Emotional Behavioral Disabilities, B-Intellectual Disabilities, or C-Learning Disabilities) where students will explore evidence-based assessment tools designed for specific populations, and will demonstrate proficiency in formative & summative assessment data analysis through a series of applied case studies. Speech and Language development & delays are addressed.
Prerequisite(s): SO/JR standing, ED 313 A/B/C.
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EDU 420 - Transition Team Family in Spec Ed
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines the outcomes realized by youth with disabilities and correlations with documented family and school interventions. It will further focus on exemplary methodologies for promoting team and family involvement in the school-to-work transition process of youth with disabilities. A supervised practicum is required in this course
Prerequisite(s): Sophomore OR Junior Status and Division of Education major
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EDU 430 - Methods Assess-Teach SpecDesignInst
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to train teachers in assessments & specially designed planning & instruction based on High Leverage Special Education practices, & Collaborative Consultation with instructional assistants & general education teachers. Topics include Culturally Responsive Non-Biased Assessment & Analysis, Evidence-Based assessment and specially designed Instruction, Executive Functions, cognitive strategy instruction, RtI for academics & behavior. Course content includes analyzing assessment (academic, social/emotional, behavioral, transition) to develop Individualized Education Plans (IEP), goals and objectives, design lesson plans, instruction, & management. Data collection, interpretation & analysis for Progress Monitoring in all areas of instruction is included. Practicum Required.
Offered Fall, Spring
Prerequisite(s): JR/SR Standing, ED 314
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EDU 437 - Fort Test Prep
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This zero-credit course consists of readings, discussions, practice tests and scenarios, to prepare the Elementary Educator to take the Foundations of Reading Exam (FORT). Candidates are expected to make a commitment to attend all the sessions. Completion of, or concurrent enrollment in, Literacy II (ED 436 , ED 672B , or ED 683B ) required to take this course.
Offered Fall, Spring
Course Fee: No
Prerequisite(s): ED 435 or ED 672A or ED 683A
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EDU 440 - Language-Communication & Disability
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines positive approaches to give students with disabilities a voice. While attention is paid to the cognitive and social bases of communication (Language Core) in relation to developmental stages, students will learn to design language communication interventions and adapt instruction to facilitate teaching and learning for students with disabilities (Emotional Behavioral, Intellectual, Learning Disabilities, Autism, etc.) in inclusive education and community vocational environments. Cultural influences, English as a Second Language, bilingualism, dialectical differences, non-biased assessment and Assistive Technology are topics.
Offered Spring
Prerequisite(s): JR standing
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EDU 444 - 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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EDU 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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EDU 450 - 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): Sophomore OR Junior Status and Division of Education major
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EDU 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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EDU 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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EDU 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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EDU 482 - Student Tchng: 1-8 MC-EA
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
EDU 482 through EDU 490 and EDU 493 require concurrent enrollment in EDU 451 include a seminar as part of the student teaching program; admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Offered Fall, Spring
Prerequisite(s): EDU 401
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EDU 483 - Student Teaching: 1-8 MC-EA & ESL
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
EDU 483 requires concurrent enrollment in the EDU 451 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): Senior Status and Division of Education major
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EDU 484 - Student Teaching 1-8 MC-EA & Bilng
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
EDU 482 through EDU 490 and EDU 493 require concurrent enrollment in EDU 451 include a seminar as part of the student teaching program admission to student teaching is required. All student teaching registrations require Emergent Professional Transition or approval of School of Education and admission to student teaching.
Prerequisite(s): Senior Status and Division of Education major
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EDU 485 - Student Teaching 1-8 MC-EA & SPED
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
EDU 482 through EDU 490 and EDU 493 require concurrent enrollment in EDU 451 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): Sophomore OR Junior Status and Division of Education major
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EDU 486 - 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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EDU 487 - 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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