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EDU 488 - Student Teaching Art & Des EC-A:RE
Minimum Credit(s) Awarded: 6
Maximum Credit(s) Awarded: 12
Student teaching experiences required for the Art and Design Teaching license Early Childhood through Adolescence. ED 480 through ED 490 and ED 493 require concurrent enrollment in ED 402 include a seminar as part of the student teaching program; admission to student teaching is required.
Offered Spring
Prerequisite(s): Senior Status and Division of Education major
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EDU 489 - 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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EDU 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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EDU 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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EDU 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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EDU 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, Spring, Summer
Prerequisite(s): ACE, ASP, or XCAT students only.
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EDU 602 - XCAT DISABILITY & MARGINALITY
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This blended course is a comprehensive overview of differences and exceptionalities for children and youth identified in high and low incidence areas of disability. The high incidence areas of Emotional Behavioral (EBD), Intellectual (ID), or Specific Learning Disabilities (SLD) are primary to the course. Introductory and foundational competency will be attained in areas which include, but are not limited to: Autism Spectrum Disorder; Speech and Language; Other Health Impaired; Orthopedic Impairments, Visual Impairments, Deaf & Hard of Hearing; Traumatic Brain Injury and At-Risk. The historical & legal foundations of cross categorical special education for children and youth including Individuals with Disabilities Education Act; ADA & Section 504; WI PI 34 Child Find, Referral Process; and the collaborative roles between general and special education will also be discussed. Candidates will be involved in collaborative group discussions and practicum experiences enabling them to demonstrate their abilities to relate to children and adults of all backgrounds.There may be specific focus on individuals from high incidence groups. Additional specific competencies attended to in this blended course include the following: identifying and understanding the implications of atypical childhood, understanding the specific characteristics of each disability area, understanding the life-long effects of each disability, and becoming competent in the history of and basic components of the legal foundations to special education in inclusive learning environments. Practicum may be required based upon the candidate’s background.
Offered Fall, Spring
Prerequisite(s): None listed. There is a presumption of admission to Cross Categorical Special Education undergraduate or graduate licensing and/or licensing/MA program.
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EDU 604 - 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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EDU 606 - 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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EDU 608 - 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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EDU 610 - 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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EDU 612 - 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 EDU 614 .
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EDU 614 - 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 EDU 612 .
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EDU 616 - 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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EDU 618 - Applied Beh Analysis for Teachers
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
TOPIC: Applied Behavior Analysis for Teachers engages candidate special education teachers in understanding the principles and concepts of ABA, historical perspective, fundamental vocabulary, philosophy and examination and application of behavior principles. Candidates explore the basic principles of behavior analysis and how they may be applied ot the classroom to solve socially significant behavior issues. When teachers understand what motivates behavior, they can initiate sensitive and effective interventions. Coursework is designed to provide applicable and meaningful experiences including behavior and its causes, behavioral analysis, assessment and intervention, and professional and ethical issues. Topics include but are not limited to: principles of behavior and the multi-tiered systems of support; measuring behavior, graphing behavior, increasing and decreasing behaviors; functional behavior assessment, function-based intervention; and generalization, self-management and ethical and professional issues. Weekly assignments and discussions on relevant topics will offer diverse outlooks and give you valuable interaction with fellow classmates and your instructor. Candidates demonstrate proficiency in behavior analysis through a series of applied case studies.
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EDU 620 - 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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EDU 621 - 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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EDU 622 - Advanced Practicum SPED
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
Advanced Practicum in a PK-12 school environment is fhe final experience prior to student teaching. During advanced practicum the student will engaged in assessments, lesson plan development, implement specific instructional strategies, and participate in developing an IEP for a designated student.
This final practicum experience is connected to ED 675A Assessment & Instructional Methods for Teaching Students with Intellectual Disabilities & Autism and/or ED 676A Assessment & Instructional Methods for Teaching Students with Emotional Behavioral Disabilities & Specific Learning Disabilities. 40 hours required.
Offered Fall, Spring
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EDU 623 - 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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EDU 624 - 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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EDU 625 - APPLIED BEHAVIOR ANALYSIS II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Applied Behavior Analysis II examines Behavior Change Systems through an in-depth examination of Generalization, Self- Management, Precision Teaching, Personalized Systems of Instruction, Incidental Teaching, Functional Communication Training and Augmentative Communication Systems for use with children with Autism, and other neurological impairments. Evaluating various ABA methodologies for instruction and intervention, the design and implementation of a Functional Behavior Assessment, and analyzing measurement tools for particular behaviors are additional components of the course.
Offered Fall, Summer
Prerequisite(s): ED 688 Applied Behavior Analysis I is a prerequisite for this course.
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EDU 630 - 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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EDU 631 - 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.
Offered Fall
Prerequisite(s): None
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EDU 632 - 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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EDU 633 - Disciplinary Language and Literacy
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Using an equity-focused lens, this course examines the intersection of language, literacy, and content. Students will learn how to identify language features and practices within and across academic genres and disciplines. Using an inquiry-based approach, students will design and/or expand instructional units that scaffold instruction and integrate language development with content-area learning. Activities are inclusive of language and literacy in secondary education settings.
Offered Spring
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EDU 635 - 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 Summer
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EDU 636 - 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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EDU 637 - Language Analysis & Bilingualism
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to examine the study of language from a broadly communicative approach, through a critical lens. Emphasis will be on exploring characteristics of bilingualism among multilingual students in U.S. settings. Course activities prepare students for conducting contrastive analysis, learning how to investigate language, understanding cross-linguistic transfer, and reflecting on how each impacts our promotion of biliteracy. Instruction is delivered in Spanish and English.
Offered Spring
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EDU 638 - 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.
Offered Spring
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EDU 640 - Equitable Antiracist Lit Pedagogies
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines equitable and antiracist research and practices for literacy instruction in PK-12 school settings, exploring ways in which we can remove the predictability of success or failures that currently correlates with any social or cultural factor. Activities prepare students to interrupt inequitable practices, examine biases, and create inclusive multicultural school environments for adults and children. Students learn to discover the unique gifts, talents and interests of every student and cultivate these in practice, including through the incorporation of children’s literature. Course develops pedagogy through which we transform the experiences, outcomes, and life options for children who have been historically underserved by our institutions and systems.
Offered Summer
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EDU 641 - Approaches to Literacy PK-2
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course focuses on major historical developments of teaching literacy, to include current research on sciences of reading, and implications on curriculum and instruction for early and emergent learners in grades PK-2. Students will learn how to observe, assess, and evaluate behaviors and skills; create literacy learning plans that harness cultural and linguistic funds of knowledge; and intensify instruction through small group and individualized teaching. Activities prepare students to examine the intersection of reading difficulties, language development, and learning disabilities within an equitable multi-tiered system of support.
Offered Summer
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EDU 642 - Literacy Development Gr 3-12
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Building upon ED 611, this course integrates theory into an interactive model of interventions to support early, emergent, transitional and fluent readers in Grades 3-12. Students will learn how to observe, assess, and evaluate behaviors and skills; create literacy learning plans that harness cultural and linguistic funds of knowledge; and intensify instruction with small group and individualized teaching. Activities prepare students to advocate and design instruction in partnership with families and communities within an equitable multi-tiered system of support. Practicum included.
Offered Fall
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EDU 651 - 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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EDU 652 - Mentoring Coaching and Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This field work intensive course promotes the art of supporting and nurturing educational leaders and teachers who are in the process of reforming their own or their institution’s professional practices. It focuses on critical ways for identifying needs, selecting instructional materials, developing phased implementation plans, and creating an open accountability culture to productively monitor and nurture professional learning communities. A practicum is required.
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EDU 653 - 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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EDU 654 - Literacy Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course deepens students’ understanding of language and literacy research through study of foundational readings in literacy and TESOL. The course will require students to critically examine a number of language and literacy studies with consideration given to research design, scope, usefulness, and shortcomings. This course should deepen knowledge in the field and support students’ understanding of the literature review process - a necessary component in the graduate thesis project.
Prerequisite(s): ED 686 or consent of instructor
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EDU 655 - Equitable Designs
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course teaches the components of program development and design for language and literacy education. Students will examine state and federal guidelines for reading, ESL, and bilingual education and analyze policy through an equity lens. Emphasis will be placed on understanding multi-tiered systems of support and equitable assessment. Participants will learn how to advocate on behalf of teachers, students, families and communities for effective language and literacy practices and policies.
Offered Spring
Course Fee: No
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EDU 662 - 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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EDU 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 Summer
Prerequisite(s): None.
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EDU 668 - Research and Practice - Arithmetic
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores arithmetic, algebra, and data analysis at the Middle Childhood/Early Adolescence level as defined in the Common Core State Standards for Mathematics; best practices and methodologies for teaching this content; and relevant research in teaching and learning mathematics. A 25 to 30-hour practicum is required.
Offered Spring
Prerequisite(s): For students in the ACE program only.
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EDU 670 - Research and Practice - Geometry
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course explores geometry, measurement, and probability at the Middle Childhood/Early Adolescence level as defined in the Common Core State Standards for Mathematics; best practices and methodologies for teaching this content; and relevant research in teaching and learning mathematics. A fifteen-hour practicum is required.
Offered Fall
Prerequisite(s): ED 699A with a grade of C or better. For students in the ACE program only.
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EDU 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 accelerated elementary programs only.
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EDU 672 - Literacy Lang 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
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EDU 674 - Literacy Lang 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 Spring
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EDU 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 accelerated elementary programs only.
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EDU 678 - 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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EDU 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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EDU 680 - 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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EDU 682 - Initial Practicum ACE
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is the initial practicum for the ACE program. Student will complete 50 hours of field experience in a K-9 educational setting. Students will be taking concurrent Elementary Education method courses with this practicum. Students will complete 1 teaching observation during this course. This course is taken for zero credits.
Offered Fall
Course Fee: 0
Prerequisite(s): Admitted into the Advanced Certification Elementary (ACE) Program.
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EDU 684 - 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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EDU 686 - Advanced Practicum ACE
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
This is the advanced practicum for the ACE program. Student will complete 50 hours of field experience in a K-9 educational setting. Students will be taking concurrent Elementary Education method courses with this practicum. Students will complete 1 teaching observation during this course. This course is taken for zero credits.
Offered Fall
Prerequisite(s): Admittance into the Advanced Certification Elementary (ACE) Program and completion of EDU 672 .
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EDU 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, Spring, Summer
Prerequisite(s): Admission to ASP or consent of instructor.
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EDU 691 - Independent Reading
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 4
A faculty-supervised project based on an approved bibliography and written assignment.
Prerequisite(s): consent of instructor.
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EDU 692 - 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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EDU 694 - 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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EDU 696 - 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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EDU 698 - 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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EDU 700 - 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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EDU 704 - 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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EDU 706 - Advanced Practicum ASP
Minimum Credit(s) Awarded: 0
Maximum Credit(s) Awarded: 0
The initial practicum will consist of a 60 hour field placement in a 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 Fall
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EDU 751 - Reflections on Teaching Practice
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 6
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
Course Fee: none
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EDU 753 - Xcat SPED Student Teaching MC-EA-A
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 6
A supervised field teaching in cross-categorical special education in a school setting appropriate to the level of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to student teaching.
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EDU 754 - Student Teaching EA-A
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
A supervised field teaching experience in secondary education with related ed-TPA portfolio development in a school setting appropriate to the level of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to student teaching.
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EDU 755 - Student Teaching MC-EA & Bilingual
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
A supervised field experience in elementary or middle school regular education and Bilingual education or combined regular education, ESL, and Bilingual education in a school setting appropriate to the prospective professional practice. This course is specific to individuals seeking dual licensure in regular education: MC-EA and Bilingual education: MC-EA, or multiple licenses in regular education: MC-EA, Bilingual education: MC-EA, and ESL: MC-EA. This course is accompanied by two reflective seminars, one for initial licensure, and one for Bilingual licensure.
Offered Fall, Spring
Prerequisite(s): Seeking licensure in Regular Education: MC-EA, Bilingual Education: MC-EA
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EDU 756 - Student Teaching EA-A & Bilingual
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
A supervised field experience in middle or secondary school regular education and Bilingual education or combined regular education, ESL, and Bilingual education in a school setting appropriate to the prospective professional practice. This course is specific to individuals seeking dual licensure in regular education:EA - A and Bilingual education: EA - A, or multiple licenses in regular education: EA - A, Bilingual education: EA - A, and ESL: EA - A. This course is accompanied by two reflective seminars, one for initial licensure, and one for Bilingual licensure.
Offered Fall, Spring
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EDU 757 - Student Teaching MC-EA
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
This course is a supervised field teaching experience in a MC-EA school setting appropriate for advancement of prospective professional practice.
Offered Fall, Spring
Prerequisite(s): Admission to ACE; co-requisite with ED 660 .
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EDU 758 - Student Teaching MC-EA & ESL
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
A supervised field experience in elementary or middle school education and ESL education in a school setting appropriate to the prospective professional practice. This course is specific to individuals seeking dual licensure in Regular Education: MC-EA & ESL. This course is accompanied by two reflective seminars: one for initial licensure and one for ESL licensure.
Offered Fall, Spring
Prerequisite(s): Seeking Regular Education: MC-EA and ESL: MC-EA licenses
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EDU 759 - Student Teaching EA-A & ESL
Minimum Credit(s) Awarded: 2
Maximum Credit(s) Awarded: 2
A supervised field experience in middle and secondary school education and ESL education in a school setting appropriate to the prospective professional practice. This course is specific to individuals seeking dual licensure in Regular Education: EA - A & ESL. This course is accompanied by two reflective seminars: one for initial licensure and one for ESL licensure.
Offered Fall, Spring
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EDU 760 - 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): Admission to ESL/Bilingual Student Teaching
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EDU 761 - Student Teaching: ESL
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
A supervised field experience in ESL education in a school setting appropriate to the prospective professional practice. This course is specific to individuals seeking the add-on ESL license, not concurrent dual licensure (i.e. ACE and ASP). This course is accompanied by a reflective seminar.
Offered Fall, Spring
Prerequisite(s): Admission to student teaching.
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EDU 762 - Student Teaching: Bilingual
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
A supervised field experience in Bilingual education or joint ESL and Bilingual education in a school setting appropriate to the prospective professional practice. This course is specific to individuals seeking the add-on Bilingual license, not concurrent dual licensure (i.e. ACE and ASP). This course is accompanied by a reflective seminar.
Offered Fall, Spring
Prerequisite(s): Admission to student teaching.
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EDU 763 - Supervised Field Mentoring
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 3
A supervised field mentoring practicum with related portfolio development in a school setting appropriate to level of prospective professional practice.
Prerequisite(s): admission to student teaching supervision.
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EDU 770 - 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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EDU 772 - 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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EDU 774 - 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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EDU 776 - 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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EDU 778 - 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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EDU 780 - 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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EDU 782 - 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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EDU 784 - Supervised Field Exper: Ed Administ
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This practicum experience is school based. A cooperating administrator works with the student and the college supervisor on performance tasks associated with licensing requirements.
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EDU 786 - 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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EDU 788 - 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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EDU 790 - 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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EDU 791 - Education Research
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
This course provides students pursuing another Edgewood master’s degree in education with a start on their second capstone research project. Students will begin the literature review for their project and develop a mini-proposal.
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EDU 792 - Research Capstone Project
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students in this course design, conduct and write up Master’s research capstone projects.
Offered Fall, Spring, Summer
Prerequisite(s): ED 603 - Intro to Educational Research .
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EDU 800 - Ethical and Inclusive Leadership I
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This two-part course will provide a comprehensive overview of leadership at the superintendent, district, principal, and teacher levels. In Part I, various models of leadership in K-12 private and public settings are examined. Analyses of leadership quadrants and strengths of individual leadership styles are completed. Academic writing and applied research skills are stressed. Guest presenters who are working in current roles of leadership supplement and enhance reading and writing assignments and activities. The value and impact of professional associations and the role of social media in leadership will be examined. An observation and analysis of a school board meeting is required. Standards and guidelines for all assignments are provided.
Offered Fall
Prerequisite(s): Entrance into the Ed.D. program
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EDU 802 - Ethical & Inclusive Leadership II
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
For those who aspire to leadership roles in Wisconsin public and private schools, Part II of the course will use criteria set forth by the Department of Public Instruction, and Wisconsin Statutes and Standards : knowing teacher obligations; creating a vision for education; the need for awareness of the inclusive and diverse needs of students, nurturing a school culture of continuous improvement; managing resources of the organization; collaborating with others, acting with integrity in an ethical manner; and interacting with the larger community politically, socially, legally, and economically to affect educational improvements. Additionally, students will begin the process of identifying their dissertation topic and employ research practices as they perform applied research relevant to their topic and/or their current educational position. A culminating project focusing on leadership aspects of a student selected issue or problem is required.
Offered Fall
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EDU 803 - Practicum Development
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
The practicum is a three-semester placement with a mentor where the candidate can obtain real-time information, examples, and experiences relating directly to the Seven Wisconsin Administrative Standards. In this course, students will work with the instructor to consider licensing options and review the content guidelines for desired licenses. During the development phase of the practicum, qualified mentors will be identified, and the mentor/mentee relationship will be formally established.
Offered Fall, Spring, Summer
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EDU 804 - Political and Policy Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
The relationship between politics, educational policy, and educational practice is explored in its broadest sense. Particular emphasis is given to political and leadership theories, their practical application and the role of leadership in developing and implementing policy in the political environment within and outside of educational organizations. Politics and policy are discussed within an ethical framework of social justice and equity. Content will be applied in a variety of class experiences, mentoring activities, and related field assignments.
Offered Spring
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EDU 805 - Practicum Experience
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
The practicum is a three-semester placement with a mentor where the candidate can obtain real-time information, examples, and experiences relating directly to the Seven Wisconsin Administrative Standards and licensed content guidelines. The partnership design of the practicum experience blends coursework and reflection with practical experience. The application of learning and research under the guidance of a school district mentor or doctoral faculty member provides the structured “hands-on” experience required to fulfill the licensing requirement as well.
Offered Fall, Spring, Summer
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EDU 806 - K12 Human Resource Management
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course examines how to manage human resources effectively in the dynamic political, legal, social, and economic environment currently impacting schools. Among the topics included are: recruitment and retention; training and development; workforce diversity; organizational structure and job design; performance evaluation; and, compensation models. Students will gain a solid understanding of the fundamentals of human resource management and its strategic relevance in K-12 education. By providing a practical perspective on the development of human capital in intensely “people-oriented” organization, students will develop a conceptual framework of how to create a system of attracting, retaining and developing talent that creates and supports the vision and values of the school district.
Offered Summer
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EDU 807 - Practicum Reflection
Minimum Credit(s) Awarded: 1
Maximum Credit(s) Awarded: 1
The practicum is a three-semester placement with a mentor where the candidate can obtain real-time information, examples, and experiences relating directly to the Seven Wisconsin Administrative Standards and licensed content guidelines. The reflection phase of the practicum allows the cohort to share their mentorship experience, providing additional insights and cooperative learning to the practicum experience. Students will also finalize their licensure portfolio as a part of this course.
Offered Fall, Spring, Summer
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EDU 808 - School District Law
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course offers a case study approach to school law in the areas as staff, student, district, and personnel law as well as broader state and federal categories such as tort liability, civil rights, gender equity, and facility administration. Legal issues of inclusion and diversity will be examined. Ethical and leadership implications of legal issues will be explored under the tutelage of experienced and dedicated specialized educational lawyers and certified district administrators. Completion of several projects are required with the focus on expanding knowledge of how to address applied legal issues in a K-12 setting.
Offered Summer
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EDU 809 - Independent Study Doctoral License
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Students work with the K12 coordinator to complete requirements for additional licenses.
Offered Fall, Spring, Summer
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EDU 812 - Curriculum & Instruction
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Curriculum, instruction, assessment, and the learning environment are stressed in a context emphasizing organizational frameworks for management and leadership; leadership roles in staff development; learning theory, human development, and ethical considerations of supporting teaching and learning at the district level.
Consideration of multicultural understanding and responding to individual differences are emphasized in the process of creating professional learning communities. Specific attention is given to emergent research in learning style, cognition, intelligence, constructivism in theory and practice. Candidates are required to research curriculum issues and to apply course content to district and/or department situations in a variety of class experiences and mentoring relationships.
Offered Fall
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EDU 814 - School District Budget & Finance
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course will provide a substantive approach to public school finance at the school district level. Students will gain a practical understanding of the Wisconsin Uniform Financial Accounting Requirements (WUFAR), state and local funding systems, and tax impacts as related to Wisconsin school finance. This course will also cover technological applications and ethical considerations specific to districtwide leadership positions. Students will have the opportunity to research specific topics of interest within the scope of school finance and budget.
Offered Fall
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EDU 816 - 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. Cross-listed EDU 788
Offered Fall
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EDU 850 - Doc Writing & Found of Leadership
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
Throughout the Edgewood Ed.D. program, we expect students will develop and grow in their skills, capabilities and dispositions as Edgewood leaders, academic writers, and scholarly researchers. This course focuses on academic writing and Edgewood Leadership. Students will explore and apply the foundational elements of academic writing as well as the Dominican ethos that forms the cornerstone of the Edgewood leader identity. This ethos is made up of a commitment to learning that is anchored in our Dominican heritage, a serious reflection of what this work really means to us, and an intentional movement towards action as a calling to us.
Offered Fall
Prerequisite(s): Entrance into the Ed.D. program
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EDU 852 - Consumer of Research
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This course is designed to introduce students to basic research concepts and research ethics. The goal of this course is to equip students with an understanding of commonly employed research methodologies that are used to address and solve problems in their professional worlds. The course introduces students to the language of research, ethical principles and challenges as they pertain to the research process, and basic elements of the research process within quantitative, qualitative, and mixed-methods approaches. Further, students will learn how to effectively use the library resources and services to access the most credible and current sources. Students will learn techniques for locating, evaluating, and organizing information to be used in research papers. Students will also learn how to critically review research articles as a means of evaluating the credibility and usability of sources, and to determine how research findings are useful in forming their understanding of their work.
Offered Fall
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EDU 854 - Leadership Theory & Practice
Minimum Credit(s) Awarded: 3
Maximum Credit(s) Awarded: 3
This seminar introduces students to issues in US higher education with a focus on the evolving purpose(s) of higher education and some of the social, political, and economic pressures that have prompted that evolution. We will examine higher education in the US from its origins to the present in relation to how this history informs contemporary issues of leadership regarding faculty roles, student populations, curriculum/programs of study, and assessment/accountability. Students will be introduced to emergent research that aids educational leaders in deepening their knowledge of the complex system(s) of colleges and universities that comprise contemporary higher education.
Offered Spring
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