Information

EDU
SPEC ED
See School of Education and Human Resources section of this bulletin for additional information

Degrees

Undergraduate: A major in Elementary and Middle School Education leads to the Bachelor of Science in Education Degree.

The Major(s), with Emphases and/or Options

For current information refer to SOEHS planning sheets and your academic advisor. 

Education Curriculum Core (*18-21 crs.) 

• Education 235 

• Educational Leadership 406, 408 

• All student teaching students are expected to have at least two Clinical Experiences 

• 12 credits student teaching and seminar 
• *Note: Special Education requires a minimum of 9 credits of student teaching  

 

1. Elementary and Middle School Education Major
(Grades 4K-9)

• Required Credits: 54 crs. minimum and completion of certificate, minor, or second major (9 crs. minimum)
• Required Courses: In addition to the Curriculum Core (21 crs.):
  • Complete one course from each of the following categories (Note: not included in credit total for major as it may be met in USP):

• • • English or Educational Leadership 303
    • Mathematics
    • Science (Biology, Chemistry, Engineering, Engineering Tech, Geology, Physics/Astronomy)
    • Social Studies (Anthropology, Economics, Geography, History, Political Science, Psychology, Sociology)
  • Education 110, 307, 308, 316, 317, 360, 384, 407
  • Educational Leadership 302
  • Literacy & Language 310, 420, 440
  • Mathematics 110, 211, 213
  • Physical Education 333
  • Special Education 304, 352, 371
  • Art 355 or Music 319
  • Complete Environmental Requirement (Note: not included in credit total for major as it may be met in USP): Complete one course from the following:
    • AMP 238
    • Biology 104, 106, 108, 201, 349
    • Business 260, 275
    • Chemistry 103, 104, 123, 124
    • Economics 202
    • Communication 254
    • Engineering Technology 113, 201, 202, 203
    • English 243
    • Environmental Studies any 100-level, any 200-level, 318
    • Geography 105, 106, 121, 130, 174, 175, 211, 250, 313, 314
    • Geology 101, 102, 104, 109, 110, 150, 174, 175, 200
    • Political Science 116, 214, 316
    • Social Justice 102
    • Sociology 261
  • Additional Requirement: Complete certificate, minor, or second major (9 crs. minimum)

 

2. Special Education-Cross Categorical-Early Childhood Education
(Grades K-12 and birth-3rd grade) 

• Required Credits: 76 crs. minimum 

• Required Courses: In addition to the Curriculum Core (*18 crs.): 
  • Mathematics 110, 211 
    • Note: Grade of “C” or better required in Mathematics 110
  • Physical Education 333 
  • Special Education 202, 252, 304, 314,  341, 354, 355, 361, 362, 371, 374, 375, 425, 426, 430, 447, 460, 462, 463, 481 
  • Music 319 
  • Art 355 
  • Literacy 310, 420 
  • Education 316, 384  
  • Complete Environmental Requirement (Note: not included in credit total for major as it may be met in USP): Complete one course from the following: 
    • AMP 238 
    • Biology 104, 106, 108, 201, 349 
    • Business 260, 275 
    • Chemistry 103, 104, 123, 124 
    • Economics 202 
    • Communication 254 
    • Engineering Technology 113, 201, 202, 203 
    • English 243 
    • Environmental Studies any 100-level, any 200-level, 318 
    • Geography 105, 106, 121, 130, 174, 175, 211, 250, 313, 314 
    • Geology 101, 102, 104, 109, 110, 150, 174, 175, 200 
    • Political Science 116, 214, 316 
    • Social Justice 102 
    • Sociology 261 

The Minor(s)

See School of Education and Human Resources section of this bulletin for additional certificate options

1. Language Arts

Recommended for students who wish to concentrate on the general area of language arts. This minor can be taken only in combination with the major in Elementary and Middle School Education. 

• Required Credits: 23 crs. minimum 

• Required Core Courses: 
  • Education 375 
  • Literacy 305, 410, 420 or 440 
  • Communication 214 or 312 

• Electives: nine credits. Choose one course from two categories: 
  • AMP 141, 221, 250 
  • Educational Leadership 303 
  • Language-English 301, 383, 384 
  • Literature-English 218, 219, 220, 221, 222, 224, 229 
  • Performance-Communication 303, 310, 318, 441; Theatre 389, 465 

 

2. Elementary Science

Recommended for students who desire a strong natural science background for teaching in elementary schools. This minor can be taken only in combination with the major in Elementary and Middle School Education. 

• Required Credits: 21 crs. minimum 

• Required Courses: In addition to the natural science courses required in their licensure program, students must select and complete a minimum of 21 credits from the following departments: Biology, Chemistry, Geography (Physical Geography courses only), Geology, and Physics/Astronomy. A minimum of three credits must be selected from each of the listed programs. 

• Select from the following courses: 
  • Biology 104, 105, 106, 230, 231 
  • Chemistry 101, 102, 103, 104, 105, 106 
  • Geography 121, 221, 335, 363, 364 
  • Geology 102 or 110 or 150, 109, 205, 328, 335, 360 
  • Physics/Astronomy 103, 104, 171, 172, 191, 192 or 113 and 123 or 114 and 124; Physical Science 101 (Highly recommended) 
  • Note: Education 267 may count up to 1 cr. 

 

3. Social Science

Recommended for students who desire a strong social science background for teaching in elementary schools. This minor can be taken only in combination with the major in Elementary and Middle School Education. 

• Required Credits: 24 crs. minimum 

• Required Course: 
  • History 341 

• Other Requirements: 
  • 3 credits: History 101, 102, 201, 202 
  • 6 credits: Geography 202 or 316, 213 or 377, 306, 311, 313 
  • 6 credits: Any Political Science course (Note: May not take both Political Science 105 and 175) 
  • 3 credits: Any Economics (SS) course-excluding Economics 387 and 388 
  • 3 credits: Any Sociology course-excluding Sociology 281 and 446 

 

4. Bilingual Education Hmong  

Recommended for students who are fluent in English and Hmong who desire a strong background in Bilingual Education for teaching in elementary or secondary schools. This minor can be taken only in combination with the major in Elementary and Middle School Education with licensure in Foreign Language Education. All other majors should see an Education Adviser regarding their eligibility for this minor. Fluency in Hmong and English is a prerequisite for this minor. See an Education Adviser for assistance. 

• Required Credits: 24 crs. minimum 

• Required Courses: 
  • Education 300 
  • Education 348, 349, 351, 352, 353, 381 
  • English 383 

• Other Requirements: 
  • 3 credits from the following list of courses: Anthropology 122, 204, 206, 312; Geography 202, 316; History 358, 382; International Studies 321; Political Science 304; Global Religions 102; Spanish 334, 335. 
  • Education 346 (Note: not included in credit total for minor) 
  • Student teaching in ESL (Note: not included in credit total for minor) 

 

The Certificate(s)

See School of Education and Human Resources section of this bulletin for additional certificate options

1. Early Childhood Education
Open to education students who already hold/are pursuing a license in elementary/special education. 

• Required GPA: 2.00 

• Required Credits: 13 crs. minimum 

• Required Courses:  
  • Special Education 202, 304, 361, 371, 374 

 

2. American Sign Language and Deaf Culture (ASL) 

This certificate is appropriate for students interested in learning American Sign Language. The courses in this certificate are not part of the 12-18 credit full-time tuition rate and will be billed at the per-credit cost. 

• Required GPA: 2.5 

• Required Credits: 15 crs. minimum 

• Required Courses: 
  • Special Education 202, 303, 404, 405, 407

3. Elementary and Middle School Math Teaching 

Open to education students only. 

• Required GPA: 2.75 

• Required Credits: 11 crs. minimum 

• Required Courses: 
  • Mathematics 317 or 415, 319 or 413, 490

4. Elementary and Middle School Social Science Teaching
Open to education students only. 

• Required GPA: 2.75 

• Required Credits: 15 crs. minimum 

• Required Courses: Complete one course from each of the following groups: 
  • Geography 101, 102, 204, 240, 313 
  • History 341 
  • History 101, 102, 201, 202 (Note: This course cannot double count in USP and in this certificate) 
  • Political Science 105 
  • Economics 101, 201, 202

5. Art Integration in Education
Open to education students only. 

• Required GPA: 2.75 

• Required Credits: 11 crs. minimum 

• Required Courses:  
  • Education 365 
  • Art 355 
  • Music 319 

• Electives: Complete six credits from two areas: 
  • Art 111, 112, 114, 142, 209, 210, 241, 245, 252, 259, 263, 267, 271, 275 
  •  Music 102, 110, 145, 202, 215, 216, 218, 219 
  •  Theatre 102, 161, 180, 205, 338, 465

6. English Language Arts Teaching  

Open to education students only.

• Required GPA: 3.00 

• Required Credits: 12 crs. minimum 

• Required Courses: Complete one course in each of the following four areas:  
  • Writing: Education 375 
  • Reading: Educational Leadership 303, English 223 
  • Speaking & Listening: Communication 213/214, 219, 302, Theatre 205, 338 
  • Language: English 301, 383, 384, 452 

Course Offerings

 

Education    101	1 – 10 (crs.)
Technology Education: Construction
This course fulfills the construction requirement for the Technology and Engineering Education major. The course is offered in partnership with Fox Valley Technical College. Prerequisite: Admission to the Technology and Engineering Education major.
Education    102	1 – 10 (crs.)
Technology Education: Transportation
This course fulfills the transportation requirement for the Technology and Engineering Education major. The course is offered in partnership with Fox Valley Technical College. Prerequisite: Admission to the Technology and Engineering Education major.
Education    103	1 – 10 (crs.)
Technology Education: Engineering/Manufacturing
This course fulfills the engineering/manufacturing requirement for the Technology and Engineering Education major. The course is offered in partnership with Fox Valley Technical College. Prerequisite: Admission to the Technology and Engineering Education major.
Education    104	1 – 10 (crs.)
Technology Education: Communications/IT
This course fulfills the communication/IT requirement for the Technology and Engineering Education major. The course is offered in partnership with Fox Valley Technical College. Prerequisite: Admission to the Technology and Engineering Education major.
Education    110	3 (crs.)
Education Policy: Truth and Myths (XS)
For more than three decades, public education policy in the United States has become a pervasive part of the public discussion. U.S. media is dominated by doom and gloom stories, and pessimistic assessments of U.S. students in international education rankings, and other failings of the U.S. public education system. This course will help learners scrutinize media accounts and public policy proposals for accuracy, bias and potential for effectiveness. By understanding how to critically examine a variety of claims, and learn about ways citizens can influence public policy learners will have a better capacity to engage in community life.
Education    110Q1	3 (crs.)
Education Policy: Truth and Myths (XS)
For more than three decades, public education policy in the United States has become a pervasive part of the public discussion. U.S. media is dominated by doom and gloom stories, and pessimistic assessments of U.S. students in international education rankings, and other failings of the U.S. public education system. This course will help learners scrutinize media accounts and public policy proposals for accuracy, bias and potential for effectiveness. By understanding how to critically examine a variety of claims, and learn about ways citizens can influence public policy learners will have a better capacity to engage in community life.
Education    111	3 (crs.)
Culture, Identity and Educational Journeys (XC)(ES)
Culture, Identity and Educational Journeys focuses on developing an understanding of culture in our lives, examine personal and group concepts of identity, and make connections to diverse culture groups specifically those from refugee and immigrant backgrounds through the process of creating narratives of educational journeys.
Education    111Q1	3 (crs.)
Culture, Identity and Educational Journeys (XC)(ES)
Culture, Identity and Educational Journeys focuses on developing an understanding of culture in our lives, examine personal and group concepts of identity, and make connections to diverse culture groups specifically those from refugee and immigrant backgrounds through the process of creating narratives of educational journeys.
Education    115	3 (crs.)
Honors: Myths & Realities in American Education (XS)
Honors course equivalent to EDU 110. For more than three decades, public education policy in the United States has become a pervasive part of the public discussion. U.S. media is dominated by doom and gloom stories and pessimistic assessments of U.S. students in international education rankings, and other failings of the U.S. public education system. This course will help learners scrutinize media accounts and public policy proposals for accuracy, bias and potential for effectiveness. By understanding how to critically examine a variety of claims and learn about ways citizens can influence public policy learners will have a better capacity to engage in community life. Prerequisite: In good standing with The Honors College, prior or concurrent enrollment in Honors 175Q.
Education    120	1 (crs.)
Teaching Environmental Literacy and Sustainability
This course explores pedagogical techniques for teaching various environmental science literacy topics aligned with the Wisconsin Standards for Environmental Literacy and Sustainability. Students are introduced to a variety of pedagogical techniques for teaching a wide range of learners in formal and informal settings about engaging in citizen-based science inquiry projects at the local level. Topics may include wetlands, forests, and grassland habitats; water quality, soil health, species identification, etc. Introductory information will be followed by exploration of threats to biodiversity and stewardship practices to protect and restore the environment. Field trips and outdoor activities either independently or as a class will be included to demonstrate the pedagogical techniques being presented. Cross-listed: BIOLOGY 120/EDU 120
Education    125	1 (crs.)
Engaging in Citizen-Based Science
This course culminates in planning, teaching and reflecting on environmental science literacy topics aligned with the Wisconsin Standards for Environmental Literacy and Sustainability. Students will fully develop citizen-based scientific inquiry projects on environmental topics of local importance. Content topics may include wetlands, forests, and grassland habitats; water quality, soil health, species identification, etc. Students learn principles of citizen-based science and develop lesson plans aligned with the Wisconsin Standards for Environmental Literacy and Sustainability. Field experiences will engage the learner in local citizen-based science projects either face-to-face or remotely. Cross-listed: BIOLOGY 125/EDU 125 Prerequisites: BIOLOGY 120 or EDU 120.
Education    201	3 (crs.)
Individual, School, and Society
This is an introductory course in education.  Its purpose is to expand your understanding of schooling through an analysis of its many connections with the individual and society. This, in part, will be accomplished through a study of social, political, and economic forces in U.S. Society that have a direct bearing on schooling. Prerequisite: 2.75 GPA.
Education    202Q3	3 (crs.)
Culture and Community Change in Costa Rica (XS)(GC)
Costa Rica is a small democracy in Central America with a wealth of biodiversity and cultural traditions. In this study abroad you will have the opportunity to work alongside the people of Costa Rica in community projects involving education, immigrant rights, working with children with disabilities, and environmental awareness. In addition, we will visit the rainforest, beaches on the Atlantic and Pacific coasts and spend time in Afro-Caribbean and indigenous communities. This course provides an opportunity to address real-world challenges through active engagement in communities in San Jose, Costa Rica.
Education    210Q3	3 (crs.)
Pursuing the Dream: Dialogues of Culture, Language, and Identity (ES) (XS)
Public schools in the United States are no longer majority white students. Nevertheless, students of Latinx, Black and other backgrounds continue to be underrepresented in college preparation classes and at universities. Locally, in Oshkosh, Wisconsin, students from non-white and lower economic households continue to struggle with literacy skills, so important for academic work in K-16 settings. In this course, we address how underlying issues of race, class, language and culture influence the outcomes for students in public schools, especially where the vast majority of teachers and administrators are white and middle class. Special course fees may apply.
Education    235	3 (crs.)
Child and Adolescent Development (XS)
Principles, theories, and methods of study of childhood and adolescence from prenatal development through graduation from high school Physical, motor, cognitive, emotional, social, and moral development are studied. Applications of knowledge to working with, nurturing, and helping children and adolescents learn in educational settings are emphasized.
Education    266	1 (crs.)
STEM Education: Discover, Solve, and Create
Students will explore key issues and standards related to the integrative science, technology, engineering and mathematics (STEM) in K-12 education. Students will develop a definition of STEM Education, understand issues related to diversity and identity within STEM disciplines, and examine curricular materials appropriate for use in school and youth programs. The course will include visits to university and industry outreach programs, and school and youth programs. Laboratory experience in this course will focus on inquiry, problem solving and design thinking.
Education    267	1 (crs.)
STEM Education: Discover, Solve, and Create
Students will apply their knowledge of integrative Science, Technology, Engineering, and Mathematics (STEM) instruction through an independently designed project. This project will be completed in a school placement, youth program, or other venue. Specific details for the placement or project will be individually negotiated with the course instructor. Prerequisites: Students should have previously taken or are concurrently enrolled in EDU 266.
Education    300	0 (crs.)
Bilingual Language Fluency Assessment
Registration for and completion of the Bilingual Language Fluency Assessment is required in the first or second semester of enrollment in the Bilingual Licensure Program and prior to enrolling in core courses in this program.
Education    302	3 (crs.)
Foreign Language Teaching Methods
The goal of this course is to provide students with the skills and tools necessary to become effective foreign language teachers. To that end, the course combines theory and practice. The theoretical background will be applied to the teaching of the four skills: reading, writing, listening, and speaking. Students will learn about different techniques and strategies for teaching these skills. Moreover, the development of communicative proficiency has to happen within meaningful cultural contexts, so students will be provided with the necessary tools and resources to develop such cultural contexts. As students acquire a theoretical foundation, they will be given ample opportunities to put the theory into practice. Majors in Foreign Languages will concurrently take their clinical experience. Prerequisites: EDU 110, EDU 235 and concurrent enrollment in EDU 371.
Education    307	1 – 2 (crs.)
Clinical Experience 1
Under the guidance of an experienced teacher, students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Students are directed to study and apply aspects of effective classroom management, strategies for assessing and monitoring student learning and implementation of an instructional sequence. Prerequisites: Must be taken concurrently with EDU 308, 316, and 384. Admission to SOEHS.
Education    308	2 – 3 (crs.)
Introduction to Instruction, Assessment and the Diverse Learner
This course is designed to give students an opportunity to examine and connect relevant theories, policies and practices associated with relationship building, planning, instruction and assessment with the culturally and linguistically diverse population found in today’s varied learning environments. Prerequisites: Must be taken concurrently with EDU 316 and 384. Admission to SOEHS.
Education    309	3 (crs.)
Sci, Tech, Engineering, Arts, and Math (STEAM) Methods/Intervention for Teachers of Presch Children
This course is designed to give the teacher candidate an opportunity to learn about and experience science (including principles of environmental education), technology, engineering, arts, and mathematics (STEAM), in the development of preschool-aged children. Pedagogy for STEAM will be examined in relation to student experiences in classroom, family, community, and cultural contexts. Focus will be placed on how STEAM content and practices can be integrated across the preschool curriculum. The teacher candidate will develop and reinforce essential STEAM skills and understanding in order to embed STEAM as a means to enrich their instructional role within preschool learning environments. Cross-listed: EDU 309/SPEC ED 309. Prerequisite: SPEC ED 360, 361, 362, and 314.
Education    312	3 (crs.)
Principles of Technology Education for act! students
A foundational course addressing historical approaches to and contemporary issues in technology and pre-engineering education. Students will articulate a philosophical and research-based position on technology and pre-engineering programs that is consistent with current teaching and learning standards for technology and pre-engineering. Students will address social, ethical and human issues related to technology and pre-engineering, the applications of and access to various technologies, communication and research skills needed in all areas of technology and pre-engineering, interdisciplinary connections to other core subjects, and the need for high achievement goals, clear performance expectations and measurable student learning outcomes. Prerequisites: Admission to the Alternative Careers in Teaching program or instructor consent.
Education    313	3 (crs.)
Methods of Teaching Technology Education for act! students
Students will compare, evaluate and critique research-based pedagogical and curricular approaches to teaching technology and pre-engineering programs for the scope and sequence of course offerings, the longitudinal development of skills, and opportunities for students to engage in communication, problem-solving and decision-making. Students will design a lesson sequence that based on a pedagogical approach that addresses local, state and national standards for student learning and performance in technology education. Prerequisites: Admission to the Alternative Careers in Teaching program or instructor consent.
Education    314	3 (crs.)
Career and College Program Planning for act! students
This course integrates classroom learning experiences in career and technical education with informal learning opportunities for students and within local businesses, industries and institutions of higher education. Major outcomes from this class include the design of multiple opportunities for PK-12 students to understand the relevance of career and technology education in their future through learning in both formal and informal settings. Students in this class will build professional working relationships with external stakeholders to design learning environments in which K-12 students can experience learning opportunities in school and community settings. Prerequisites: Admission to the Alternative Careers in Teaching program or instructor consent.
Education    315	3 (crs.)
Clinical in Teaching Technology Education, Grades K-12
Under the guidance of an experienced Cooperating Teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory to practice. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. This course is only offered during the spring semester. Corequisite: Concurrent enrollment in EDU 313.
Education    316	2 – 3 (crs.)
Teaching Science and Environmental Education in the Elementary/Middle School
Provides the student with the knowledge of currently accepted goals of science and environmental education in the elementary/middle school. The examination, evaluation, and practice of techniques compatible with these goals are emphasized, and contemporary elementary/middle school curricula are examined and evaluated. Prerequisites: Must be taken concurrently with EDU 307, 308, and 384; or declared Spec Ed major without Elem Ed as a double major. Admission to SOEHS. Special course fees may apply.
Education    317	3 (crs.)
Teaching Social Studies Pre K – 8
This course is designed to study social studies teaching, to practice using instructional materials and to learn about evaluation strategies likely to enhance social studies knowledge construction and learning by early childhood, elementary and middle school pupils. It is also planned for students to study educational research and practice related to early childhood, elementary and middle level curriculum development in social studies. Emphasis is given to correlation with other school subjects. Prerequisites: To be taken concurrently with EDU 411 and 412; or declared Spec Ed major without Elem Ed as a double major. Admission to SOEHS.
Education    334	3 (crs.)
Methods of Teaching Science
Students will learn to construct science units and lesson plans connected to the current science and environmental science standards that are differentiated to include all students. Students will learn to construct their units around various teaching models including inquiry, conceptual change, and direct instruction. Students will also learn to use formative and summative assessments to ensure that their students are learning. Students will also examine various models of classroom management and learn the strengths and weaknesses of each, and when each would be most effective to use. Majors in science education will concurrently take their clinical experience. Prerequisite: EDU 344 and concurrent enrollment with EDU 358.
Education    336	3 (crs.)
Methods of Teaching English
This course extends students’ understanding of 6-12 teaching of English Language Arts and classroom management approaches and issues. The course provides learning opportunities for methodology and models, lesson planning, curriculum, technology, and equity concerns. Content reflects the standards of the National Council of Teachers of English and the Wisconsin Department of Public Instruction Teaching Standards. Prerequisite: EDU 344 and concurrent enrollment with EDU 356.
Education    338	3 (crs.)
Methods of Teaching Social Studies
This course will strengthen the teaching of secondary social studies. Topics include standards for content, curriculum, and assessment, as central to preparing skillful practitioners who are caring intellectuals. This course emphasizes constructing a social studies curriculum focusing on central ideas, content and depth. This course will enable students to conceptualize a “thinking” social studies curriculum. Classroom management and conflict resolution, use of computer-based technology, multicultural and global perspectives, integration of cross disciplinary ideas and content, and school to work as it relates to social studies education will be addressed. Prerequisites: EDU 344 and concurrent enrollment with EDU 357.
Education    342	3 (crs.)
Methods of Teaching Mathematics
This course will provide 6-12 mathematics education students with the content and skills required to teach mathematics as envisioned by mathematics education organizations. Topics include secondary mathematics education in relation to technology management, conflict resolution, motivation, gender issues, equity issues, math phobia, multicultural mathematics, school to work issues, and mathematics education theory. This course will result in a more skillful teacher who will be better able to actualize the vision of what it means to empower students with mathematics and be a caring intellectual. Prerequisite: EDU 344 and concurrent enrollment with EDU 359.
Education    344	3 (crs.)
Secondary Methods and Management for Diverse Classrooms
The major purpose of this course is to explore curriculum standards and planning, pedagogy, assessment, classroom environment, and other issues related to teaching secondary content. Additionally, a strand running throughout those areas is an awareness of and sensitivity to diverse learners and differentiation in the secondary classroom. A field experience in a secondary setting will provide opportunities to connect course content to teacher praxis. Prerequisites: EDU 110, or EDU 201 with LITERACY 435
Education    345	1 – 3 (crs.)
Middle and High School Clinical
Under the guidance of an experienced teacher, students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Students are directed to study and apply aspects of effective classroom management, strategies for assessing and monitoring student learning, and implementation of instruction. Prerequisite: Must be taken concurrently with EDU 344.
Education    346	3 (crs.)
Methods of Teaching English as a Second Language
In this course we will review developments in second language theory and practice; explore ways to teach, and integrate, the skills or reading, writing, listening and speaking, both within ESL classes and in content-area instruction; survey a variety of approaches to ESL methods; discuss ways to focus on culture in language teaching, to create community among second language learners and to build bridges between schools and diverse linguistic and cultural communities; and address the needs of second language learner assessment and classroom management.
Education    347	3 (crs.)
The Teaching of Foreign Languages
The study of a modified audio-lingual approach emphasizing the teaching of basic skills in speaking, listening, reading, and writing a modern foreign language. The intended outcome of the course is a familiarity with concepts of what language is and with language learning aims, theory and strategies. Majors in Foreign Languages take concurrently with Clinical Experience. Prerequisites: EDU 110 or 201 and EDU 235, ACT 305 and Admission to SOEHS.
Education    348	3 (crs.)
Principles of Bilingual/Bicultural Education
In this course we will explore historical and political dimensions of bilingual/bicultural education, often from comparative perspectives; examine theoretical assumptions and recent research findings about learning through first and second languages; and discuss practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities. 348/548
Education    349	3 (crs.)
Content Area Instruction Bilingual Education
In this course we will explore the theories, practices, and possibilities for bilingual education across content areas. We will examine the teaching of content area subjects to bilingual children and adolescents in both bilingual (first language) classrooms as well as mainstream classrooms. Students will thus have the chance to prepare for content area teaching in English as well as Hmong or Spanish. 349/549
Education    351	3 (crs.)
Authentic Assessment for ESL/Bilingual Education
A seminar course relating to specific topics in the assessment of English language learners. The course will focus on developments in authentic placement, diagnostic and achievement language assessment, and the use of portfolio and performance assessment with English language learners. Various assessment tools (English and Spanish) will be reviewed. 351/551
Education    352	3 (crs.)
ESL and Multicultural Materials, Elementary/Secondary
In this course we will review developments in second language theory and practice; explore ways to develop curriculum, and integrate the academic skills of reading, writing, listening and speaking in content-area instruction; survey, and critically analyze, a variety of ESL and multicultural materials for elementary and secondary instruction; discuss ways to focus on culture in the curriculum and address ways to connect curriculum to second language learner assessment and instruction. 352/552
Education    353	3 (crs.)
Hmong Language, Culture & Learning
Designed to familiarize educators and others with the language, culture and educational issues relevant to Hmong people in Wisconsin and the United States.  Areas of exploration will include the nature of Hmong language, Hmong history, the traditional family and clan structure, child-rearing mores, healing practices, marriage and funeral practices, and educational beliefs and practices.  Contemporary developments and adjustment issues within the Hmong communities will be discussed, especially school achievements and challenges, intergenerational conflicts, youth gangs, and the need to provide high expectations and supportive educational environments for Hmong children, youth and families. 353/553
Education    354	3 (crs.)
Fostering English Language Learner Achievement-Trial Course
This course is designed to give all teachers a working knowledge of how to foster success with an English language Learners (ELLs). In this course we will explore historical, political and legal dimensions in the education of linguistic minority students in the USA; discuss practical implications of critical theory and research for those who work with bilingual/bicultural children, adolescents, families and communities; review developments in second language theory and practice; explore use of the Sheltered Instruction Observation Protocol (SIOP) to develop curriculum; integrate the academic skills of reading, writing, listening, and speaking in content area instruction; explore effective links between culture and curriculum; and connect curriculum standards to second language learner instruction and assessment.
Education    356	3 (crs.)
Clinical in Teaching English 6-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course.  Admission to student teaching requires a grade of “pass” in this course. Co-requisite: Concurrent enrollment in EDU 336.
Education    357	3 (crs.)
Clinical in Teaching History and Social Studies – 6-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course.  Admission to student teaching requires a grade of “pass” in this course. Co-requisite: Concurrent enrollment in EDU 338.
Education    358	3 (crs.)
Clinical in Teaching Science 6-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice.  Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course.  Admission to student teaching requires a grade of “pass” in this course.  Co-requisite: Concurrent enrollment in EDU 334.
Education    359	3 (crs.)
Clinical in Teaching Mathematics 6-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of ‘pass” in this course. Co-requisite: Concurrent enrollment with EDU 342.
Education    361	3 (crs.)
Clinical in Teaching Foreign Language (6-12)
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course.  Admission to student teaching requires a grade of “pass” in this course. Prerequisites: EDU 110 or 201, EDU 235 and ACT 305, and concurrent enrollment in EDU 347. Open only to School of Education and Human Services students and Admission to SOEHS. Pass/Fail
Education    365	1 (crs.)
Arts Integration in K-12 Classrooms: Capstone Course for Arts Integration Certificate
Arts Integration in K-12 Classrooms is designed to form a foundation and prepare education majors to integrate the arts into multiple disciplines at K-12 school levels. This is the capstone course for the Arts Integration Certificate program. Students will complete the capstone project that includes participation in professional development, field experiences in K-12 classrooms, and interdisciplinary curriculum development in arts integration to develop knowledge and practical skills in arts-integrated curriculum and instruction. Prerequisite: 10 credits from classes that are part of the Arts Integration Certificate.
Education    366	1 – 3 (crs.)
Clinical in Teaching Art K-12
Under the guidance of an experienced teacher and university faculty or staff, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. One credit of this course is to be taken concurrently with ART 253, 354 and 356 for a total of three credits. The level of responsibility and engagement will increase for each subsequent enrollment in the course. Admission to student teaching requires a grade of “pass” for each completion of this course. Co-requisite: Concurrent registration with ART 253, 354 or 356. Open only to School of Education and Human Services Art Education students. Pass/Fail
Education    367	3 (crs.)
Clinical in Teaching Music K-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course.  Prerequisites: EDU 110 or 201, EDU 235 and ACT 305. Open only to School of Education and Human Services students. Pass/Fail
Education    370	3 (crs.)
Clinical in Teaching Physical Education K-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: EDU 110 or 201, EDU 235 and ACT 305, and Admission to SOEHS and PHY ED 392 (may be taken concurrently). Open only to School of Education and Human Services students.  Pass/Fail
Education    371	3 (crs.)
Clinical in Teaching Foreign Language K-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Co-requisite: Concurrent enrollment in EDU 302 and admission to SOEHS. Open only to School of Education and Human Services students. Pass/Fail
Education    372	3 (crs.)
Clinical in Teaching Library Science K-12
Under the guidance of an experienced teacher, clinical students are directed to study individual cases and problems, the diagnosis and solution of which involve the application of teaching-learning principles and the relationship of theory and practice. Contact with small groups in scaled down teaching situations. Taken concurrently with the respective (major) methods course. Admission to student teaching requires a grade of “pass” in this course. Prerequisites: EDU 110 or 201, EDU 235 and ACT 305. Open only to School of Education and Human Services students. Admission to SOEHS. Pass/Fail
Education    374	3 (crs.)
Clinical in English as a Second Language
The ESL clinical provides opportunities for students to engage in many aspects of ESL teaching prior to student teaching.  While “learning by doing,” this experience also provides students with the occasion to make connections between ESL theory and the “real world” of classrooms. Prerequisite: Admission to SOEHS and concurrent enrollment with EDU 346.
Education    375	3 (crs.)
Teaching Writing PK-8
A process approach to writing will be utilized to help students learn to teach writing PK-8. This will be a multi-genre course including instruction in expository and narrative writing. Multicultural and gendered dimensions of writing will be explored and writing across the curriculum as an instructional model will be examined. Students will reflect on improving their own writing as they learn to teach writing to others. Prerequisite: ELEM ED 311 and Admission to SOEHS.
Education    377	3 (crs.)
Latino(a) Language, Culture and Learning (GS)
This course is designed to familiarize educators and others with historical, cultural and educational issues relevant to Latinos (as) in Wisconsin and the United States.  Areas of exploration will include elements of surface and deep level culture, as well as historical perspectives on Pre-Columbian Latin America, the European conquest, and contemporary Latino(a) experience.  The role of ethnic pride as a factor in high-level student achievement will also be explored.  Each of these areas will be explored in relation to the development of biculturalism/multiculturalism within the English-Spanish bilingual classroom.  The class will be conducted in Spanish and all assignments will be completed in Spanish.
Education    381	3 (crs.)
Biliteracy Development in the Dual Language/Bilingual Classroom
This course will focus on the development of simultaneous literacy skills in two languages. Students will study about how literacy is taught in both languages and how the dynamic bilingualism builds on the strengths that students bring to school in each of their languages. Concepts such as dynamic bilingualism, use of the bilingual trajectory, and Bridging from one language to another will be explored and developed. Students will have 6 hours of field experience, during which they will be able to see the simultaneous bilingual instruction in action.
Education    384	3 (crs.)
Teaching Mathematics Pre K – 8 Mathematics
The course is designed to study teaching, to practice using instructional materials and to learn about evaluation strategies likely to enhance mathematical knowledge construction and learning by early childhood, elementary and middle school pupils. It is also planned for students to study educational research and practice related to early childhood, elementary and middle level curriculum development in mathematics. Prerequisite: MATH 110 and 211. Must be taken concurrently with EDU 307, 308, and 316 with Elem Ed; or declared Spec Ed major without Elem Ed as a double major. Admission to SOEHS.
Education    406	5 (crs.)
Bilingual Education/ESL Student Teaching
In this field experience students will prepare and teach lessons, develop and modify materials for English language learners, reflect on learning and teaching, and show consideration and respect to both children and adults at school sites. Bilingual student teachers will prepare and teach lessons in two languages, and collect and modify materials for students in their first language.
Education    410	0 (crs.)
edTPA Writing Seminar
This seminar course will support teacher candidates through creation, submission, and retake (where necessary) of the educative Teacher Performance Assessment (edTPA), a requirement by the WI Department of Public Instruction (DPI) for candidate endorsement for teacher license in the state. Prerequisite: Admission to Student Teaching.
Education    411	2 – 3 (crs.)
Clinical Experiences II
The course includes pre-student teaching experiences in elementary classrooms which provide students with opportunities for guided observations of teaching and classroom management strategies as well as planning, teaching and assessing lesson and unit plans in core academic subjects. Students must reflect on and learn from their teaching and assess their growth in meeting the ten Wisconsin teaching standards and aspects of the conceptual model of teachers as caring intellectuals. Co-requisites: Concurrent enrollment with EDU 317 and 412. Pass/Fail
Education    412	2 – 3 (crs.)
Instruction, Assessment and the Diverse Learner
This course is designed to give students an opportunity to integrate, apply, and assess relevant theories, policies and practices associated with classroom management, planning, instruction and assessment with the culturally and linguistically diverse population found in today’s varied learning environments. Co-requisite: This course must be taken concurrently with EDU 411.
Education    414	3 (crs.)
TESOL Practicum
This course gives the TESOL (Teachers of English to Speakers of Other Languages) certificate candidate the opportunity to connect relevant theories of second language acquisition to the practice of relationship building, planning, instruction and assessment in varied learning environments in the United States and internationally. This is the culminating experience in the TESOL Certificate program. Prerequisites: EDU 346 and ENGLISH 383, and one 3 credit elective from the following list: EDU 202Q3, 353, 377, ANTHRO 318, 322, or 328.
Education    417	5 (crs.)
Secondary General Music Methods, Pedagogy and Techniques
A hybrid course for music educators licensed in choral or instrumental music who are pursuing a license in general music. Participants will refine and demonstrate competencies associated with exceptional teaching in PK-12 general music. Progressive techniques for developing independent musicianship and music literacy along with integrated use of classroom instruments, the voice, piano, guitar, and recorder will be practiced and assessed. Participants will receive instruction in authentic assessment, curriculum development, and effective instruction through secondary content standards and the Wisconsin Teacher Educator Standards. Early childhood music, adaptive techniques for exceptional learners, student composition, technology integration, and classroom management in general music are also addressed. Prerequisites: Admission to the Post Baccalaureate Add On Licensure Program.
Education    426	5 – 10 (crs.)
Internship in Student Teaching
Observation, participation and responsible teaching experiences in an internship position under supervision. Prerequisite: Admission II.
Education    432	2 – 3 (crs.)
Middle School Education
Coverage of the goals, objectives, and curriculum of the middle school/intermediate school. Explores the unique educational and social needs of boys and girls 10-15 years of age who are in grades 5-9. The nature of children in this age group is analyzed in terms of changing times and trends. Prerequisite: Admission to SOEHS and EDU 235.
Education    484	3 – 5 (crs.)
Specialized Field Experience
Students will integrate teaching-learning theories as they apply to situations which occur in the classroom in which the student teacher is working. Prerequisite: Admission II.
Education    490	5 – 10 (crs.)
Student Teaching
Student teaching is an integrated capstone field experience that consists of full days for 15-18 weeks. Students will apply what they have learned in their education programs in 4K-12 schools. Students receive guidance and feedback from a cooperating teacher or mentor and a university supervisor. Application for student teaching is due on the preceding December 1st for fall student teaching and the preceding June 1st for spring student teaching. Prerequisite: Admission II.
Education    491	1 – 2 (crs.)
Student Teaching Seminar
Students will integrate teaching-learning theories as they apply to situations which occur in the classroom in which the student teacher or intern is working. Prerequisite: Admission II.
Education    492	5 (crs.)
Student Teaching I
Students with split student teaching placements complete this course and EDU 494 to complete their student teaching requirement. Prerequisite: Consent of program.
Education    494	5 (crs.)
Student Teaching II
Students with split student teaching placements complete this course and EDU 492 to complete the student teaching requirement. Prerequisite: Consent of program.
Education    495	1 (crs.)
Student Teaching Seminar II
Students will integrate teaching-learning theories as they apply to situations which occur in the classroom in which the student teacher or intern is working. Students with a split student teaching placement will complete this course along with EDU 493 to complete the student teaching seminar requirement. Prerequisite: Consent of program.
Education    496	1 – 3 (crs.)
Independent Study
An independent study in Early Childhood/Elementary/Middle Level Education for students who would pursue in depth a basic idea in early childhood, elementary and middle level education. Prerequisite: Outline of proposed study presented to elementary faculty member, the student’s advisor, and program’s director.

 

Special Education    202	3 (crs.)
American Sign Language I (XC)
This course provides students with an introduction to American Sign Language (ASL), a visual/gestural language used by Deaf people in the United States and Canada. The course emphasizes vocabulary, grammar, and fingerspelling. Students practice expressive and receptive communication skills within the context of daily functional interaction such as life in a family, shopping, education, and social scenarios. The importance of non-manual markers such as eye contact, facial expression, and body posture are discussed. An introduction of Deaf culture is provided simultaneously to the language instruction. 402/602
Special Education    252	3 (crs.)
Students with Disabilities in General Education
This course is designed to provide a rigorous overview of current best practices regarding legal issues, service delivery, differentiation, Universal Design for Learning, Response to Intervention (RtI), collaboration, issues of eligibility, cross cultural competence, disproportionality, and transition to adulthood. Emphasis is placed on the legal right to access general education curriculum while supporting students with disabilities in general education settings. The course addresses students with learning disabilities, emotional behavioral disabilities, intellectual disabilities, and autism. 352/552
Special Education    300	3 (crs.)
Exceptional Individual
This course is designed to provide a rigorous overview of current best practices regarding legal issues, service delivery, differentiation, Universal Design for Learning, Response to Intervention (Rtl), collaboration, issues of eligibility, cross cultural competence, disproportionally, and transition to adulthood. Emphasis is placed on the legal right to access general education curriculum while supporting students with disabilities in general education settings. The course addresses students with learning disabilities, emotional behavioral disabilities, intellectual disabilities, and autism.
Special Education    303	3 (crs.)
American Sign Language II
This course is designed to enhance students’ conversational proficiency. Students increase their overall sign vocabulary, speed and accuracy of signing, receptive comprehension of signed communication, and awareness of Deaf Idiomatic expressions. Fingerspelling proficiency is achieved. Deaf education and culture are explored. Prerequisite: SPEC ED 202 with a grade of C or better. 403/603
Special Education    304	1 (crs.)
Clinical in Early Childhood Education
This course requires students to spend 60 hours in an early childhood setting. Students will be involved in guided observation tasks in order to gain experience in observation and reflections on children’s growth and development. Students will have the opportunity to practice and reflect upon knowledge and skills acquired in the early childhood block of courses. Prerequisite: Concurrent enrollment with SPEC ED 371.
Special Education    305	3 (crs.)
Global Perspectives in Early Childhood Education (GS)
This course is designed to give the student an opportunity to learn about and reflect on global perspectives in developmentally appropriate practices, play, and family advocacy through the lens of UN Policy. Students will acquire knowledge and appreciation for diverse beliefs, ideas, and traditions as they relate to early childhood education in local community based and educational systems. Students will critically, creatively and collaboratively engage with global challenges and opportunities in the areas of developmentally appropriate practices, play and family advocacy. Prerequisite: Completion of Global Citizenship Requirements in USP.
Special Education    306	3 (crs.)
Disability and Education: Global Perspectives (GS)
This course is designed to give the student an opportunity to learn about and reflect on global perspectives in disability studies, advocacy, and inclusive practices through the lense of UN Policy, and world-wide advocacy organizations. Students will acquire knowledge and appreciation for diverse beliefs, ideas, and traditions as they relate to individuals with disabilities and their inclusion in local educational systems. Critical, creative, and collaborative engagement with global challenges and opportunities in the areas of disability studies, advocacy, and inclusive practice will support students’ developing understanding of global special education issues. Prerequisites: Completion of Global Citizenship Requirements in USP.
Special Education    307	3 (crs.)
Early Childhood Education in Central America (GS)
This course is designed to give teacher candidates an opportunity to learn about and reflect on the impact of diversity in value systems in Belize and other Central American countries and the educational and community systems of support for young children and their families. Candidates will examine the connections between their personal experiences in early childhood education in the United States and Belize and their potential local and global impact. This course includes field work at a school in Belize. Prerequisites: Completion of Global Citizenship Requirements in USP, completion of SPEC ED 305, and admission to SOEHS.
Special Education    308	3 (crs.)
Special Education in Central America (GS)
This course is designed to give teacher candidates an opportunity to learn about and reflect on the impact of diversity in value systems in Belize and other Central American countries and the educational and community systems of support for individuals with disabilities and their families in that region of the world. Candidates will examine the connections between their personal experiences supporting students with disabilities in the United States and Belize and their potential local and global impact. This course includes field work at a school in Belize. Prerequisites: Completion of Global Citizenship Requirements in USP, completion of SPEC ED 306.
Special Education    309	3 (crs.)
Sci, Tech, Engineering, Arts, and Math (STEAM) Methods/Intervention for Teachers of Presch Children
This course is designed to give the teacher candidate an opportunity to learn about and experience science (including principles of environmental education), technology, engineering, arts, and mathematics (STEAM), in the development of preschool-aged children. Pedagogy for STEAM will be examined in relation to student experiences in classroom, family, community, and cultural contexts. Focus will be placed on how STEAM content and practices can be integrated across the preschool curriculum. The teacher candidate will develop and reinforce essential STEAM skills and understanding in order to embed STEAM as a means to enrich their instructional role within preschool learning environments. Cross-listed: EDU 309/SPEC ED 309. Prerequisite: SPEC ED 360, 361, 362, and 314.
Special Education    314	3 (crs.)
Advocacy, Family Empowerment, and Special Education Law
This course addresses five interrelated topics across the life-span of individual with disabilities: (1) the role and responsibility of special education professionals to serve as advocates for students with disabilities and their families, (2) the knowledge, skills, and dispositions needed by special education professionals to effectively support, collaborate with, and empower diverse families (exceptionality, socioeconomic status, race, sex, ethnicity, sexual orientation, religious affiliation, ability status, and gender identity) of students with disabilities, (3) conflict resolution, (4) special education and legislation and litigation, and (5) national, state, and agency advocacy. Prerequisite: SPEC ED 252
Special Education    341	2 (crs.)
Instruction and Technology for Students with Motor Needs
This course provides information about typical and atypical motor development in students ages birth to 21 years. Course topics include sensory integration, motor development, physical disabilities, medical needs and supports, assistive technology, universal precaution, orthotics, prosthetics, dining instruction, fine motor issues and supports, encouraging independence and healthy relationships. A focus that highlights collaborative work with service providers such as occupational and physical therapies for individuals with disabilities, and integrated related services serves as the context for the course. Recommended approaches and guidance/monitoring for paraprofessionals and families to support individuals with physical disabilities such as sensory processing, lifting and positioning, promoting student control and involvement in self-care, encouraging independence, designing classrooms, and physical access are explored. Prerequisites: SPEC ED 252. Taken one to two terms prior to student teaching.
Special Education    351	3 (crs.)
Foundations of Assessment, Curriculum, and Instruction for Students with Mild Disabilities
This is the first course in a two course sequence. Its focus is on general approaches to curriculum, instruction, assessment, and instructional technology. This course will build the foundation for understanding curriculum, instruction, assessment, and technology. It will address the academic and social/behavioral/emotional needs of students with mild-to-moderate disabilities (grades K – 12). Prerequisite: Admission to SOEHS and SPEC ED 314.
Special Education    354	3 (crs.)
Implementing Assessment, Curriculum, and Instruction for Students with Mild Disabilities
This is the second course in a two-course sequence. Its focus is on specific approaches to curriculum, instruction, assessment, and instructional technology for students with mild-to-moderate learning and emotional/behavioral disabilities (grades K-12) within the general education classroom. This course will address the implementation of curriculum, instruction, assessment, and technology in special education to meet the academic and emotional/behavioral needs of students. Prerequisites: SPEC ED 351, 314, and 430.
Special Education    355	1 (crs.)
Clinical in Special Education: Focus on Teaching Students with Mild-Moderate Disabilities
Clinical in Special Education: Focus on teaching students with mild-moderate disabilities is designed to give candidates experience working with children with mild-moderate disabilities before they begin student teaching. The clinical provides another opportunity for candidates to demonstrate their knowledge, skills, and dispositions as described by the InTASC Standards, Wisconsin Model Educator Standards, and to demonstrate their readiness for student teaching. Clinical candidates may assist the cooperating teacher in other areas, such as assessments, observations, reports, and communicating with parents and other staff members. Prerequisites: SPEC ED 351, 314, and 430.
Special Education    357	2 (crs.)
Transition to Adulthood-Mild to Moderate Block
This course is designed to provide a rigorous overview of current best practice in assessment, curricular planning, and development for transition of students with mild to moderate disabilities in early adolescence through adulthood. Course content includes the following topic areas as they relate to early adolescence through adulthood: a) legal issues and legislation; b) social, emotional, and behavioral development; c) transition planning; d) academic interventions; e) curricular planning and development and f) outcomes (e.g., post-secondary, employment, supported employment, independent living). Prerequisites: SPEC ED 351, 314, and 430.
Special Education    360	3 (crs.)
Foundations of Early Childhood Education: Beginning with Infants and Toddlers
This course is designed to give the teacher candidate an opportunity to learn about and examine a rigorous overview of historical and current trends, legal and ethical issues, theory, philosophy, child development, state and national standards as well as best practices that form the foundation of special education, early childhood education, and early childhood special education. Coursework will focus on history, philosophy, theory, professional development, program standards, and issues of eligibility for children who may need support for learning in a natural environment. Developmentally Appropriate Practices and DEC Recommended Practices for early childhood education from birth to eight years old will also be examined. Prerequisites: Admission to SOEHS.
Special Education    361	3 (crs.)
Infants, Toddlers, and Families: Assessment, Curriculum, Instruction and Intervention
This course is designed to give the teacher candidate an opportunity to learn about and examine relevant theories, practices, and policies pertaining to planning, instruction, and assessment of infants and toddlers within the family setting and in group care programs. Candidates will identify and develop integrated curriculum in accordance to child and family outcomes across developmental domains and content areas. Specific focus will be on approaches to service delivery for infants, toddlers, and their families within family and group learning environments. Professional roles and responsibilities will be explored within the context of interdisciplinary and interagency practice and programs including early intervention, Early Head Start, childcare, etc. Prerequisites: Admission to the SOEHS
Special Education    362	3 (crs.)
Evaluation & Assessment Practices and Principles in Early Childhood and Early Childhood Special Edu
This course is designed to give the teacher candidate an opportunity to learn about and examine evaluation and assessment methodology, practices, and principles commonly used in early childhood education. Theory, research, and applied issues will be considered. Topics will include an overview of evaluation, assessment, terminology, assessment types, development of appropriate assessments, ethics, professional behavior, and other issues related to assessment such as reliability, validity, diversity, and cultural and linguistic responsiveness. Purposes of evaluation and assessment in relation to eligibility for services and Individualized Family Service Plan/Individualized Education Plan (IFSP/IEP) Development will also be discussed. Prerequisites: Admission to SOEHS.
Special Education    371	3 (crs.)
Preschool Learning Environments: Assessment, Curriculum, Instruction and Intervention
This course is designed to give the teacher candidate an opportunity to learn about and examine relevant theories, practices, and policies pertaining to planning, instruction, and assessment of preschool age children within a variety of learning environments. Candidates will identify and develop culturally and linguistically responsive curriculum in accordance with child and family outcomes across developmental domains and academic content areas. Specific focus will be on approaches to service delivery (e.g., instructional and assistive technology, instructional strategies) and specific interventions for preschool age children and their families. Professional roles and responsibilities will be explored within the context of interdisciplinary and interagency programs including Head Start, Title I preschool, early childhood special education, 4K, childcare, etc. Prerequisites: Concurrent enrollment with SPEC ED 304.
Special Education    373	2 (crs.)
Critical Analysis of Preschool Learning and Development
This course builds on the content introduced in 363. It is designed to give the teacher candidate an opportunity to examine how all children learn and develop with a focus on preschool and impacts of this period of development across the lifespan. A wide range of theories related to learning and development, research, and applied issues will be examined. Prerequisite: SPEC ED 360, 361, 362 and 314.
Special Education    374	3 (crs.)
Instruction for the Young Citizens of an Inclusive and Caring Democratic Society
This course is designed to provide the teacher candidate an opportunity to learn about, experience, design, and implement of social studies curriculum for young children that includes content to nurture students’ understanding of the roles that they enact as citizens of an inclusive and caring democratic society. Furthermore, they will also learn how to support and guide young children’s development of social emotional skills through multi-tiered supports, beginning with creation of high-quality supportive environments and the nurturing and positive relationships with every child. Teacher candidates will build an understanding of how to create culturally responsive and inquiry-based learning experiences to support all young children’s development of skills of reasoning and inquiry to investigate social studies and social-emotional learning concepts as they explore how people interact in the world. They will also discuss and learn characteristics of an effective classroom leader, and the importance of teaming and collaboration. Cross-listed: ELEM ED 374/SPEC ED 374. Prerequisite: SPEC ED 360, 361, 362, and 314.
Special Education    375	1 (crs.)
Early Childhood Clinical Two: Preschool/Kindergarten Field Experience – Special Education
This course is designed to give the teacher candidate an opportunity to learn about and experience daily roles and responsibilities in a preschool, four-year-old kindergarten, Head Start or early childhood special education classroom as an early childhood special educator. Each teacher candidate is required to complete a 60-hour placement, serving children three to six years old. The clinical placement reflects teacher candidate interests, requirements for Wisconsin certification, and the clinical goal of producing opportunities in a variety of settings. Prerequisites: SPEC ED 360, 361, 362 and 314.
Special Education    404	3 (crs.)
American Sign Language III
Students become fluent in ASL at the daily conversation level and learn ASL storytelling in this course. Students are expected to provide information and education to increase the use of ASL beyond the classroom. Involvement of ASL communication within the Deaf community. Prerequisite: SPEC ED 303 with a grade of C or better. 404/604
Special Education    405	3 (crs.)
Manual Communication System
Students become exposed to and familiar with various manually presented communication systems/methods used within the United States including Signed Exact English (SEE), Conceptually Accurate Signed English (CASE), Total Communication (TC), the Bilingual/Bicultural Model (BI/BI), Cued Speech, and manually encoded systems for teaching phonics. Students will develop an understanding of when, why, and with whom these systems are utilized. Students have an opportunity to practice and demonstrate introductory level skills in each manual communication system and are provided resources to become trained in the areas should they require the skills for employment. Prerequisite: SPEC ED 404. 405/605
Special Education    407	3 (crs.)
Deaf Culture
This course will expose students to the Deaf community and increase appreciation for a minority population as the capstone experience of the certificate program. Students demonstrate an awareness of Deaf culture through contextual settings in class. Students are expected to engage with the Deaf community and to engage with the hearing community through informational and educational events. Prerequisite: SPEC ED 404. 407/607
Special Education    409	3 (crs.)
Sci, Tech, Engineering, Arts, and Math (STEAM) Methods/Intervention for Teachers of the Prim Grades
This course builds on the learning in 309 regarding STEAM principles and provides the teacher candidate an opportunity to learn about and experience science (including principles of environmental education), technology, engineering, arts, and mathematics (STEAM) in the development of children in the primary grades. Pedagogy for STEAM will be examined in relation to student experiences in classroom, family, community, and cultural contexts. Focus will be placed on how STEAM content and practices are developed in the primary curriculum. Teacher candidates will expand and apply their understanding of essential STEAM skills and understanding. Cross-listed: SPEC ED 409/ELEM ED 409. Prerequisites: SPEC ED 309, 371, 373, 374, and 375. Taken one to two terms prior to student teaching.
Special Education    410	3 (crs.)
Primary Grade Learning Environments: Assessment, Curriculum, Instruction, and Intervention
This course is designed to give the teacher candidate an opportunity to learn about and examine relevant theories, practices, and policies pertaining to planning, instruction, and assessment of children in the primary grades within a variety of learning environments. Candidates will identify and develop culturally and linguistically responsive curriculum in accordance with child and family outcomes across developmental domains and academic content areas. Specific focus will be on approaches to service delivery (e.g., instructional and assistive technology, instructional strategies) and specific interventions for children across a range of student strengths and needs in the primary grades. Professional roles and responsibilities will be explored within the context of interdisciplinary and interagency programs including kindergarten, public schools, charter schools, non-public schools, virtual schools, etc. Prerequisites: SPEC ED 309, 371, 373, 374, and 375. Taken one to two terms prior to student teaching. Special course fees may apply.
Special Education    411	2 (crs.)
Critical Analysis of Learning and Development in the Primary Years
This course builds on the content introduced in 363 and 373. It is designed to give the teacher candidate an opportunity to examine how all children learn and develop with a focus on children during the primary years and impacts of this period of development across the lifespan. A wide range of theories related to learning and development, research, and applied issues will be examined. Prerequisite: SPEC ED 309, 371, 373, 374, and 375. Taken one to two terms prior to student learning.
Special Education    415	1 (crs.)
Early Childhood Clinical Three: Primary Field Experience- Special Education
This course is designed to give the teacher candidate an opportunity to learn about and experience daily roles and responsibilities in a kindergarten, primary and/or special education classroom as a special education teacher. Each teacher candidate is required to complete a 100 hour placement, serving children five to eight years old. The clinical placement reflects teacher candidate interests, requirements for Wisconsin certification, and the clinical goal of producing opportunities in a variety of settings. Prerequisites: SPEC ED 309, 371, 373, 374, and 375.
Special Education    416	1 (crs.)
Early Childhood Clinical Three: Primary Field Experience – Regular Education
This course is designed to give the teacher candidate an opportunity to learn about and experience daily roles and responsibilities in a kindergarten or primary classroom as the regular education teacher. Each teacher candidate is required to complete a 100-hour placement, serving children five to eight years old. The practicum placements reflect teacher candidate interests, requirements for Wisconsin certification, and the clinical goal of providing opportunities in a variety of settings. Prerequisites: SPEC ED 309, 371, 373, 374, and 375. Taken one or two terms prior to student teaching.
Special Education    418	1 – 2 (crs.)
Seminar in Early Childhood Special Education Teaching
This course will deal with the problems associated with teaching students in early childhood special education settings. Innovative programs and intervention strategies will be discussed and analyzed. The course is taken concurrently with Special Education 419. Prerequisite: Admission to student teaching and Admission II.
Special Education    419	5 – 10 (crs.)
Student Teaching in Early Childhood Special Education
Observation, participation, and responsible teaching experiences under supervision in a class of early childhood special education students. Prerequisite: Admission II, restricted to Special Education majors, and concurrent enrollment in SPEC ED 418.
Special Education    425	3 (crs.)
Intensive Supports for Literacy Learning
This course addresses the assessment of and interventions for language arts for students with disabilities who need supplemental instruction. Specifically, intensive small group and one-on-one approaches in reading, spelling, writing, handwriting, and listening comprehension are addressed. Additionally, strategies for supporting literacy learning within the large-group general education classroom will be addressed. Candidates will become familiar with a variety of direct instruction and other research-based programs and curricula to meet individual student needs and support inclusive practice. Determining the most efficacious program for student specific need will be the main focus of the course. Prerequisite: Admission to SOEHS.
Special Education    426	3 (crs.)
Intensive Supports for Mathematical Understanding
This course addresses the assessment and instruction of mathematics skills for students with disabilities who need supplemental instruction or intervention in grades 1-12. Students will be introduced to a range of theoretical frameworks supporting the teaching of math. Additionally, the mathematics content and process standards and the alternative standards for students with significant disabilities are addressed as well as, intensive small group and one-on-one methods of achieving them. Inclusive strategies that can be implemented within the general education classroom also will be addressed. Students will become familiar with a variety of direct instruction and other research-based programs and curricula to meet individual student needs. Determining the most efficacious program to meet student-specific needs will be the main focus of the course. Prerequisites: EDU 384.
Special Education    430	4 (crs.)
Assessment for Eligibility and Writing IEPs
This course addresses issues of the special education process beginning with eligibility and placement and culminating with the Individual Education Plan (IEP). Candidates gain an understanding of, and familiarity with, the philosophies, terminologies, and principles of formal and informal testing measures. Candidates also study and practice administering various tests measuring achievement, aptitude, behavior, and social skills. Additionally, this course addresses alternative ways of assessing students with significant and/or multiple disabilities. The complete process and writing of a formal assessment report and all parts of an effective IEP, as well as facilitating an effective IEP meeting will be practiced within this course. Prerequisites: SPEC ED 314. Taken one or two terms prior to student teaching. Special course fees may apply.
Special Education    434	3 (crs.)
Alternative Education: Supporting Students with Emotional, Behavioral, and Mental Health Needs
Course emphasis is on understanding the process of Functional Behavioral Assessment (FBA), Behavioral Intervention Plans (BIP), student mental health needs, school support approaches for mental health, trauma sensitive schools, culturally relevant practices, empowering and advocating for families, and collaborating with school staff. It addresses both traditional and alternative education settings and supports. Prerequisites: Admission to the alternative education certificate program.
Special Education    447	3 (crs.)
Transition to Adulthood for Students with Disabilities
This course is designed to provide a rigorous overview of current best practice in assessment, curricular planning, and development for transition of students with disabilities in early adolescence through adulthood. Course content includes the following topic areas: a) legal issues and legislation; b) social, emotional, and behavioral development; c) transition and post school outcomes (e.g., post-secondary, employment, supported employment, independent living); d) curricular planning and development; and e) assessment. Prerequisites: SPEC ED 430.
Special Education    456	1 – 3 (crs.)
Special Topics in Special Education
A course in topics of relevance for students having an interest or background in special education. May be repeated under different topics. SPEC ED 456/656
Special Education    460	3 (crs.)
Instruction and Technology for Students with Communication Needs
This course examines various approaches to teaching students with speech, language, and communication needs. Strategies for supporting academic access and relationship building through spoken, written, and visual communication support are an integral part of this course. The assessment and use of augmentative communication and assistive technology for this population will be explored. Communication and literacy supports and instruction for school-age children and adolescents with IEPs will be discussed. Working within a collaborative team and practical collaborative strategies, specifically engaging with speech/language pathologists and audiologists, also are discussed. Cultural competence and diverse communication in the classroom will be addressed. Prerequisites: SPEC ED 351, 354, and 355 OR SPEC ED 309, 371, 373, 374, and 375. Taken one to two terms prior to student teaching.
Special Education    462	1 (crs.)
Clinical in Special Education: Focus on Teaching Students with Significant Disabilities
Clinical in Special Education: Focus on teaching students with significant disabilities is designed to give candidates experience working with children with significant disabilities before they begin student teaching. The clinical provides another opportunity for candidates to demonstrate their knowledge, skills, and dispositions as described by the InTASC Standards, Wisconsin Model Educator Standards, and to demonstrate their readiness for student teaching. Clinical candidates may also assist the cooperating teacher in other areas, such as assessments, observations, reports, and communicating with parents and other staff members. Prerequisites: SPEC ED 351, 354, and 355 OR SPEC ED 309, 371, 373, 374, and 375. Taken one to two terms prior to student teaching.
Special Education    463	3 (crs.)
Teaching Students with Significant Disabilities
This course describes history and philosophical tenets related to students with significant disabilities necessitating intensive supports. Course topics include those supporting the least dangerous assumption, presumed competence, general education curricular access, and full adult living. Person-centered planning and various assessments for curricular development will be examined. Strategies to enhance general education participation and adult living (including self-advocacy, employment, supported living, and relationship development) are explored. Prerequisites: SPEC ED 351, 354, and 355 OR SPEC ED 309, 371, 373, 374, and 375. Taken one or two terms prior to student teaching.
Special Education    481	3 (crs.)
Advanced Behavior Management and Instruction
This course builds upon evidence-based behavior management and instruction concepts, principles, and techniques. Course emphasis is on understanding the process of Functional Behavioral Assessment (FBA), Behavioral Intervention Plans (BIP), instructional classroom management, self-regulating strategies, crisis intervention, mental health issues, social emotional learning, and trauma-sensitive practices. Prerequisites: SPEC ED 351, 354, and 355 OR SPEC ED 309, 371, 373, 374, and 375. Taken one or two terms prior to student teaching.
Special Education    485	1 – 2 (crs.)
Seminar in Cross Categorical Special Education Teaching – Middle Childhood Through Early Adolescence
This course will deal with the problems associated with teaching students in cross categorical special education programs (middle school through early adolescence) (students labeled as learning disabled, emotionally/behaviorally disordered, and/or mentally retarded/cognitively disabled). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching and Admission II and concurrent enrollment in SPEC ED 486.
Special Education    486	5 – 10 (crs.)
Student Teaching in Cross Categorical Special Education – Middle Childhood Through Early Adolescence
Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through early adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission II, restricted to Special Education majors, and concurrent enrollment in SPEC ED 485
Special Education    489	1 – 2 (crs.)
Seminar in Cross Categorical Special Education Teaching – Early Adolescence Through Adolescence
This course will deal with the problems associated with teaching students in cross categorical special education programs (early adolescence through adolescence) (students labeled as learning disabled, emotionally/behaviorally disordered, and/or mentally retarded/cognitively disabled). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisite: Admission to student teaching and Admission II and concurrent enrollment in SPEC ED 490.
Special Education    490	5 – 10 (crs.)
Student Teaching in Cross Categorical Special Education – Early Adolescence Through Adolescence
Observation, participation, and responsible teaching experience under supervision in a cross categorical special education class at the early adolescence through adolescence level (learning disabilities, emotional/behavioral disorders, and/or mental retardation/cognitive disabilities). Prerequisite: Admission II, restricted to Special Education majors, and concurrent enrollment in SPEC ED 489.
Special Education    492	1 – 2 (crs.)
Seminar in Cross Categorical Special Education Teaching-Middle Childhood Through Adolescence
This course will explore the challenges associated with teaching students in cross categorical special education programs (middle school through adolescence) (students labeled as having learning disabilities, emotional/behavioral disabilities, and/or cognitive/intellectual disabilities). Innovative programs and intervention strategies will be discussed and analyzed. Prerequisites: Admission to student teaching; restricted to Special Education majors; concurrent enrollment in SPEC ED 493.
Special Education    493	5 – 10 (crs.)
Student Teaching Cross Categorical Special Education Middle Childhood Through Adolescence
Placement for students seeking cross categorical special education middle childhood through adolescence licensure. Observation, participation, and responsible teaching experience under supervision in cross categorical special education in a class at the middle childhood through adolescence level (learning disabilities, emotional/behavioral disabilities, and/or cognitive/intellectual disabilities). Prerequisites: Admission to student teaching; restricted to Special Education majors; concurrent enrollment in SPEC ED 492.
Special Education    496	1 – 3 (crs.)
Independent Study
See Independent Study under Course and Academic Advisement Policies information for general course description, general prerequisites, and proper contract form requirements.

 

Educational Foundations    102	2 (crs.)
Introduction to Education as a Career
This course is designed as an exploration of the profession of teaching and the foundations of our American Educational System. The material covered will include information for students who are considering teaching as a future career or for those who simply wish to learn more about key educational issues and policies. One component of the course will include class discussion seminar and the other component will be hands-on observational type field experience in local elementary, middle, and possibly secondary schools. Prerequisites: A 3.25 GPA or an ACT score of 24 or above or placement in the top quarter of graduating class.
Educational Foundations    265	3 (crs.)
Women and Education
An introduction to the theories and practices of educating girls and women. Traditional and feminist perspectives on developmental models of learning, early childhood through adult education, curricular issues, and feminist pedagogy will be studied and critiqued.
Educational Foundations    310	2 (crs.)
Measurement and Evaluation in Education
Role of measurement and evaluation in educational decision making. Characteristics of acceptable measurement and evaluation procedures. Principles underlying utilization of commonly used standardized tests. Elementary statistical techniques used in the interpretation of test results. Constructing and using teacher-made tests. Methods of reporting student progress. Prerequisite: Admission I, ED FOUND 280 or equivalent.
Educational Foundations    343	3 (crs.)
The Adult Learner
The biological, psychological, and social characteristics of the adult learner, including middle aged persons as well as those in later life. The intellectual abilities adults possess will be examined with specific references to educational processes. Prerequisite: ED FOUND 235, 377 or equivalent. 343/543
Educational Foundations    350	3 (crs.)
Adolescent Psychology
A study of pre-adolescence and adolescence as a psycho-socio-cultural phenomenon. Emphasis will be placed upon the basic conflicts and adjustment patterns of adolescents. Contemporary interests and problems of pre-adolescents and adolescents in school situations will be stressed. Prerequisite: Advanced standing including PSYCH 201.  350/550
Educational Foundations    377	3 (crs.)
Human Growth and Development
Study of theory and problems in the various areas of human development as interrelated phenomena. Psychological, social, emotional, intellectual, and physical development from infancy to maturity. Environmental factors will be emphasized. Prerequisite: Psychology 201.
Educational Foundations    381	3 (crs.)
Honors: Educational Psychology
The psychological study of the principles, theories and recent research findings of teaching that affect classroom procedures. Included in the field of educational psychology are: theories and conditions of learning; theory and practice of motivation of students; classroom management, individual differences, basic assessment, and standardized testing. Emphasis in the broad concept of student diversity will be interwoven throughout the course. This course will build upon the fundamental understanding of cognitive, social/emotional, and moral development from the Child and Adolescent Development course (ED FOUND 235). Prerequisites: ED FOUND 235 or PSYCH 291. Enrolled in good standing with the UW Oshkosh Honors Program with prior or concurrent enrollment in Honors 175Q.
Educational Foundations    389	3 (crs.)
Education of Gifted and Talented Students
Issues in identifying, motivating, and providing for the learning of gifted and talented children and youth. Attention is given to creative processes taught on individual and group bases. 389/589
Educational Foundations    435	2 – 3 (crs.)
Human Development and Education
Consideration of major theories, principles, problems, issues, and recent research findings on human development.  Physical, intellectual, social, and personality development throughout the lifespan will be examined in the context of education.  One emphasis will be on students’ reflections of their own development and their observations of the development of others.  A second emphasis, related to the first, is how these reflections and observations may contribute to the development of children and adolescents under their care as whole persons.  Students may enroll for 2 or 3 credits at either the undergraduate or graduate level.  Prerequisite: Bachelor’s degree or instructor consent.  435/635
Educational Foundations    471	2 – 3 (crs.)
Learning Processes in Children
Reading and discussing a variety of new materials in the areas of early childhood learning and generating applications of research findings to working with children. Some areas discussed: learning in the newborn, learning to love and to fear, play, attitude conditioning, motivation for learning, self-concept development, Piaget, Montessori, cognitive growth, IQ change, approaches to teaching young children. Prerequisite: ED FOUND 235 or equivalent. 471/671
Educational Foundations    474	3 – 6 (crs.)
Honors Thesis
Honors thesis projects include any advanced independent endeavor in the student’s major field of study (e.g., a written thesis, scientific experiment, research project, creative arts exhibit or production).  A proposal, to be attached to the Honors Thesis Contract, must show clear promise of honors level work and be approved by a faculty thesis supervisor as well as the University Honors Program Director.  Course title for transcript will be “Honors Thesis.”  Completed thesis will be announced and presented to interested students and faculty.  Prerequisite: University Honors Program and Junior standing.  Maximum of 6 credits.
Educational Foundations    496	1 – 3 (crs.)
Independent Study
Supervised research or independent study in Educational Psychology. The outline of the student’s proposal must be approved prior to registration. Prerequisite: Instructor consent

 

Educational Leadership    201Q3	3 (crs.)
Schools vs. Communities: Who is in Charge? (XC)
This course is designed to be an exploration of the social and political communities which make up the public school institution and the relationships fostered in the struggle for power and control. Society often views schools as institutions in themselves, but do not recognize all of the communities involved in education our students. These communities include the peer communities and the political communities. All of the communities may impact on students and their academic achievement and success, or lack of success. The role individuals and institutions play in creating and perpetuating these communities will be explored in this course by engaging in activities and reading grounded in civic knowledge. Through readings, classroom discussions and debates, students in this course will engage in learning how both micro and macro communities affect student success and how engaging in social change can enhance opportunities for student self-efficacy and academic achievement. Through a photo-journal project grounded in civic engagement, students will participate in on-site research to assess the power structure of schools to ascertain who really is in charge.
Educational Leadership    205	1 (crs.)
Introduction to Computers in Education
An introduction to the use of the microcomputer as a tool of instruction. The major emphasis is on computer awareness and developing student confidence in using the computer as a learning and teaching tool.  Internet searching and productivity tools including word processing, electronic presentations, and spreadsheets are explored.
Educational Leadership    302	3 (crs.)
Literature for Children
Literature for children aged three to twelve. Emphasis on: criteria for evaluation and aids for selection of materials; the reading interests, needs, and abilities of children; and reading, listening and viewing guidance in the classroom and in school and public libraries. Prerequisite: Admission to SOEHS. 302/502
Educational Leadership    303	3 (crs.)
Literature for Young Adults
Criteria for evaluation and aids for selection of materials for young people aged thirteen to eighteen as well as extensive reading of the literature. Reading, listening and viewing guidance techniques appropriate for the classroom and for the school and public library. Prerequisite: Admission to SOEHS. 303/503
Educational Leadership    304	3 (crs.)
Developing Information Literacy Skills
Preparing library media specialists to teach students information literacy skills (the ability to access, evaluate and use information from a variety of sources) through the study of the goals and methods of library/media instruction, and to integrate those skills into the curriculum.
Educational Leadership    308	3 (crs.)
Multimedia Design and Production
Directed experiences including: utilizing digital still photography and manipulation of digital images; creating audio Podcasts; applying intermediate web design tools including frames and cascading style sheets; employing hypermedia authorizing environments in educational settings; and/or other emerging technologies.  Prerequisites:  Successful completion of ED LDRSP 325/525 or equivalent technology class, or instructor consent. Special course fees may apply. 308/508
Educational Leadership    317	3 (crs.)
Classification and Cataloging
Theory and principles of library classification and cataloging. Practical problems in classifying by the Dewey Decimal system; use of International Standard Bibliographic Description ((SBD); creation of MARC (machine-readable cataloging) records, and Sears subject access. 317/517
Educational Leadership    325	3 (crs.)
Instructional Technology
Examination and practice in technology integration strategies in learning environments to design effective and efficient instruction, using various applications, instructional, and productivity software, evaluating digital tools and resources, and developing integrated instructional activities. Prerequisite: Admission to SOEHS. Special course fees may apply. 325/525
Educational Leadership    329	3 (crs.)
Collection Development and Reference Services
This course incorporates the principles and methods of evaluation and selection of print, non-print, reference, and on-line library materials. Emphasis is on standard selection sources, building adequate collections of learning materials, developing selection policies, and providing reference services. 329/529
Educational Leadership    334	3 (crs.)
Administration of the School Media Center
Techniques of administering the multi-media instructional materials center in elementary and secondary schools.  Problems in planning facilities, equipment, personnel, budgets, services; investigation of current standards.
Educational Leadership    358	3 (crs.)
Multicultural Education Materials for Children and Adolescents
This course will introduce students to a variety of Multicultural books, non-print media and electronic databases for children and adolescents. It will prepare them to incorporate these materials into the curriculum of the K-12 classroom and into activities of the school media center. Prerequisite: ED LDRSP 302. 358/558
Educational Leadership    360	3 (crs.)
Methods in Library Media
This course is designed as an exploration into general teaching pedagogy, classroom management, assessment and reflection. Teacher candidates will engage in critical studies of teaching methods, lesson plan writing, standards, and student assessment. Critical classroom management is a key component of pedagogy and will be explored as part of the whole classroom experience. There is a practicum component that allows teacher candidates to put into practice the theoretical aspects of the course.
Educational Leadership    375	1 – 3 (crs.)
Current Issues in Technology/Media
A series of discussions on current trends, issues, problems, and services in technology and media followed by class discussion.  Theme will vary frequently. Course may be taken three times provided the subject of the course is not repeated. 375/575
Educational Leadership    403	3 (crs.)
Foundations of the American School
Philosophical, socio-cultural and historical foundations of American education are explored through critical readings in theory and ideology. Historical and philosophical underpinnings of the creation of the modern American bureaucracy will be examined. Course requirements center on preparing students to understand the relationship of their personal educational philosophy to the larger educational system. Prerequisites: Admission to SOEHS; 90 credits.
Educational Leadership    406	3 (crs.)
Foundations of Multicultural Education
This course is designed to develop an understanding of cultural processes and sensitivity to diverse cultural groups. Emphasis is on the historical and social issues surrounding the need for good multicultural education, and how multicultural education should be used as a tool to an equal educational opportunity for all students. Prerequisites: Admission to SOEHS; 75 credits.
Educational Leadership    408	3 (crs.)
Foundations of American Education
This course explores the philosophical, social, legal and historical foundations of American education. The course focuses on contemporary and historical thoughts and issues in American education as they relate to the larger society. Course participants will engage in a critical study of the schooling system and social order and reflect on the legal and ethical obligations of teachers in a democratic society. Prerequisites: Admission to SOEHS, 75 credits.
Educational Leadership    411	3 (crs.)
Honors: Foundation of Multicultural Education
This course is designed to develop an understanding of cultural processes and sensitivity to diverse cultural groups. The course includes multicultural content as it relates to teaching, procedures for identifying various forms of bias in educational materials and teaching styles appropriate for culturally diverse learning styles. Prerequisite: Admission I (Professional Education Program) and in good standing with The Honors College, prior or concurrent enrollment in HNRS 175Q.
Educational Leadership    412	3 (crs.)
Teaching as a Profession: Legal and Ethical Aspects
This course will introduce aspiring teachers to various aspects of the profession, including what a profession is and how it may be differentiated from other occupations. The structure and various roles of school systems will be explored. Significant ethical and legal issues regarding teachers and students will be examined through case studies and analyses. Prerequisite: Admission to SOEHS.
Educational Leadership    415	3 (crs.)
Supervision of School Media Centers
As the world of information, the needs of 21st century learners, the resources and tools they use, and formal and informal learning environments are rapidly changing, school library and technology programs must evolve into a learning commons that supports collaborative, student-driving learning. This course is designed to be a seminar that examines administrative and leadership issues, policies, and practices pertinent to operation of effective information, media and technology programs in schools and districts, building on the knowledge and skills mastered in the Library Administration course. Competencies covered include leadership skills, legal and ethical issues, staffing issues, managing multiple facilities, advocacy, grant writing, and your own professional development. Prerequisite: Ed Ldrsp 334 Administration of School Media Centers.
Educational Leadership    471	3 (crs.)
Student Teaching for the Library Media Specialist
The practicum course will deal with a broad range of activities and representative issues in school and classroom leadership. The primary purpose of the student teaching course is to provide educational leadership students with an opportunity to apply the theoretical concepts studied in the prerequisite courses to actual day-to-day administration of a school library media center. Prerequisites: All pre-professional courses and UWSSLEC courses must be completed (or in progress) prior to enrollment.
Educational Leadership    474	3 – 6 (crs.)
Honors Thesis
The Honors Thesis is one of two options offered to Honors students to meet the senior capstone requirement of The Honors College. Students who choose the thesis engage in research as an independent study over two semesters (fall/spring or spring/fall) with the support of a faculty advisor. They decide on a topic in their major or minor, address recent scholarship, develop a prospectus, and produce substantial work (e.g., a written thesis, scientific experiment or research project, or creative arts exhibit or production). At the end of the term in which the capstone is completed, students give presentations at the Honors Thesis Symposia. Credits are applied to the respective program. Prerequisites: In good standing with The Honors College, prior enrollment in HNRS 175Q and HNRS 275Q, and senior status.
Educational Leadership    496	1 – 3 (crs.)
Independent Study
An individual will conduct independent study to meet specific instructional needs not provided by current course requirements or offerings. Prerequisite: The outline of the student’s proposal must be approved prior to registration.

 

Literacy & Language    305	2 – 3 (crs.)
Foundations of Literacy in the Elementary School
This course is part of the Literacy Block and is integrated with ELEM ED 311 and ED LDRSP 302, because reading, writing, speaking, listening, viewing, and representing are all aspects of literacy. This course introduces students to the foundations of literacy by defining key concepts, exploring instructional strategies, and examining theoretical frameworks of literacy instruction in elementary classrooms within a comprehensive program reaching all children including English Learners. Students in this course will examine who they are as language learners and how to foster the development of lifelong learners in their future classrooms. This course is designed to meet PI 34 requirements related to methods for teaching reading including phonics and to support preparation for the Foundations of Reading Test for Wisconsin (FORT). Prerequisite: Admission to SOEHS.
Literacy & Language    310	4 (crs.)
Foundations of Literacy and Language Arts in 4K-9 Classrooms
Foundations of Literacy and Language Arts in grades 4K-9 explores reading, writing, speaking, listening, and critical thinking within an inclusive and comprehensive literacy environment. This course introduces preservice teachers to the foundations of literacy and language development by defining key concepts, exploring instructional strategies, and examining theoretical frameworks of literacy instruction. This course is designed to meet PI 34 requirements related to methods for teaching reading and to support preparation for professional content assessments, such as the Foundations of Reading Test for Wisconsin (FoRT). Prerequisite: Admission to SOEHS.
Literacy & Language    420	3 (crs.)
Literacy and Language Development in Young Children
This course develops understandings of the essentials of literacy development in children from pre-kindergarten through third grade. Preservice teachers will build knowledge of oral language, writing, phonological/phonemic awareness, phonics, fluency, vocabulary, and comprehension in young children through developmentally appropriate planning, instruction, and assessment to support the learning of all students. This course includes a field experience. Prerequisite: Admission to SOEHS, LITERACY 305 or 310 with a grade of C or better in each. 420/620
Literacy & Language    435	4 (crs.)
Adolescent Literacy Methods
This course is designed for content discipline teachers of adolescent students. Emphasis will be placed on historical perspectives, foundational knowledge, and instructional techniques including comprehension, engagement, inquiry, and assessment in one’s own instructional area. In addition, contemporary issues and concerns will be addressed and students will become familiar with what research and experts suggest in the area of adolescent literacy methods.  Prerequisite: Admission to SOEHS. 435/635
Literacy & Language    440	2 (crs.)
Disciplinary Literacy
This course assists prospective elementary and middle school teachers in using reading, writing, listening, speaking, viewing, and graphically representing in the content areas. Students will have the opportunity to explore literacy processes (reading, writing, listening, speaking, viewing, and graphically representing) as well as incorporate disciplinary literacy into curriculum planning for content area. Prerequisite: Admission to SOEHS and LITERACY 305 or 310.
Literacy & Language    442	3 (crs.)
Literacy and Language in the Expressive Arts
A course designed for pre-service students who will be licensed in the expressive arts of PK-12 Art, Music, Physical Education and Foreign Language. Students in the course will develop a framework for empowering their own future students to comprehend curricular materials in their content areas. Students will have the opportunity to explore reading/writing strategies, processes, and materials for the expressive arts that will facilitate content area teaching for diverse learners and learning styles. Prerequisite: Admission to SOEHS.
Literacy & Language    496	1 – 3 (crs.)
Independent Study
An individual conducting an independent study in reading pursues an area or topic related to reading not provided by course requirements or offerings. Prerequisite: Approved outline of student’s proposal prior to registration.

Service Courses in Education      6	0 (crs.)
Education 6
Open only to students who are not enrolled in another UW Oshkosh course. Assist students in completing non-credit program requirements in programs such as Alternative Careers in Teaching (ACT) and the post-baccalaureate add-on licensure programs. Prerequisites: Admission to a SOEHS program and permission from the students’ SOEHS program coordinator are required.
Service Courses in Education    410	0 (crs.)
Career Planning in Education
This course is designed to provide the opportunity to draft and receive feedback on a professional resume document. Prerequisites: Admission to the Professional Education Program in the School of Education and Human Services.
Service Courses in Education    421	1 – 3 (crs.)
Contemporary Topics in Education
Focuses upon professional growth through problem solving, self-expression, group thinking and independent study. Educators work on problems growing out of their professional needs. Course may be repeated with change of topic to a maximum of 9 credits. Prerequisite: A practicing professional educator. Pass/Fail.  421/621
Service Courses in Education    422	1 – 3 (crs.)
Contemporary Issues in Education
The focus of this course is on professional growth and development via exploration of theory and practice related to current issues and educational initiatives. Courses may be repeated with change of topic to a maximum of 9 credits. 422/622