Health Education    106

3 (crs.)

Personal Health and Wellness (XS)

Self-direction of health behavior. Mental health, drugs, disease, and sexuality with emphasis upon the relationship of the individual to the community.

Health Education    211

3 (crs.)

Nutrition and Weight Control (XN)

A study of applied nutrition as it relates to body functions in health with parallel study of malnutrition.

Health Education    211Q1

3 (crs.)

Nutrition and Weight Control (XN)

A study of applied nutrition as it relates to body functions in health with parallel study of malnutrition.

Health Education    220

2 (crs.)

The School Health Program

An examination of the essential divisions of the school health program. Emphasis placed upon educational, environmental, and health service functions desirable in the total school setting. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Health Education    221

1 (crs.)

Health Promotion Programs – History and Philosophy

A survey of the history and related philosophies of health promotion programs in both school and community health. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Health Education    222

1 (crs.)

School Health Program: Curriculum Development

An examination of the essential divisions of the school health program. Emphasis is placed upon the development of a comprehensive school health education curriculum. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Health Education    240

3 (crs.)

Human Sexuality

The study of human sexual functioning which will include social, political, biological, and aesthetic components and application of these components in developing a mature understanding of one’s own sexuality and the responsible use of sex in one’s life.

Health Education    250

3 (crs.)

Introduction to Health Education and Health Promotion

Designed to introduce students to the broad and challenging academic discipline and profession of health education and promotion. The background, philosophical, and theoretical foundation of the profession will be covered. Theories of behavior change, the responsibilities and competencies of health promotion and education specialists and will investigate career opportunities in health promotion and education. Introduces professional organizations and certifications within the field of health education and promotion.

Health Education    301

1 (crs.)

Health Counseling and Appraisal

Designed to give the prospective teacher an insight into the purpose of health appraisals of school children, the use of health records in health counseling techniques in observing for deviations from normal, counseling with pupils, parents, and teachers, and how to make referrals to private and public agencies. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Health Education    305

2 (crs.)

Field Experiences in Health

Course to emphasize use of available community resources in health education. Appropriate field experiences scheduled. Prerequisite: Instructor consent.

Health Education    308

3 (crs.)

Instructional Strategies in Health

Examination of resource materials including texts, periodicals, pamphlets, audio visual aids and other contributions of agencies. Application of these materials to individual and group needs. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education only.

Health Education    310

3 (crs.)

Consumer Health

This course is designed to examine public health and disease prevention from a consumer/professional point of view and enable intelligent decision-making about how to obtain and use health related services, facilities, personnel, and products.  The cost, availability, quality of care, and the relationship to political, economics, and social perspectives will be addressed.  Identification of both the individual’s and health promotion specialist’s role with regard to accountability, responsibility and empowerment are an integral part of the course discussion.

Health Education    315

3 (crs.)

Environmental Health

Emphasis on educational approaches to environmental and community health problems. The role of the teacher in fostering a consciousness concerning these problems on the world, national, state and local levels.

Health Education    401

2 (crs.)

Health Education in the Elementary School

Various phases of the school health program, concepts in health, and elementary proficiency in emergency care procedures. Application of this information to the locality in which the teaching is to take place. Credit will not be given to Health Education Minors. Prerequisite: Admission to SOEHS. Education majors only.

Health Education    402

2 (crs.)

Seminar in Health Education

Problems in health education in regard to health services, health environment and health instruction. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Health Education    403

2 (crs.)

Community and Public Health

Survey and analysis of current community public health programs. Emphasis is placed on the nature of contemporary health problems, communicable and noncommunicable diseases, epidemiology, and theories and practices of community and government health organizations

Health Education    405

2 (crs.)

Health Issues of the Secondary School

A study of current health issues confronted by secondary students; understanding of health problems including emergency care procedures. This course should not be taken by School Health Education minors. Prerequisite: Admission to SOEHS (associated with PEP I-APPL milestone); Education majors only.

Health Education    410

3 (crs.)

Current Health Issues

An in-depth study of current critical issues in health. Emphasis on utilizing all resources available on each issue for classroom presentation.

Health Education    420

3 (crs.)

Issues in Mental and Emotional Health

The course will examine the relationship between emotional and mental well-being and the issues faced by today’s youth. Some of these issues bullying, suicide prevention, substance abuse, intentional and unintentional injury will be covered. The course will examine health promoting behaviors and strategies to enhance and promote emotional health and well-being. Prerequisite: HLTH EDU 106

Health Education    440

2 (crs.)

Seminar in Death and Dying

An in-depth study of the analogical concerns with special emphasis on methods and materials of teaching the subject area. Development of appropriate knowledge, skills, attitudes, and values which serve as fundamental bases for the teaching of death and dying.

Health Education    441

3 (crs.)

Behavior Modification and Program Planning

This course is designed to provide students with the foundation and skills to facilitate behavior change and conduct health promotion programs in the community and corporate settings.  Prerequisite: HLTH EDU 250.

Health Education    442

2 (crs.)

Emotional Abuse in the Workplace

Today, emotional abuse in the workplace has become an expectable form of harassment and violence. Millions of men and women of all ages, ethnic, and racial backgrounds all across the United States experience emotional abuse in the workplace. This course will cover adult relational aggression, bullying and mobbing, laws surrounding harassment (other than sexual), conflict resolution, and the personalities of individuals who are abusive in the workplace. Participants will learn self-care, prevention/confrontation methods, and strategies for building workplaces free from undue stress, anxiety or fear from intimidation.

Health Education    446

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. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Health Education    456

1 – 3 (crs.)

Related Readings

See Related Readings under Course and Academic Advisement Policies information for general course description, general prerequisites, and proper contract form requirements. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Health Education    474

1 – 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 or research project, or creative arts exhibit or production. Proposals (attached to Independent Study contract) must show clear promise of honors level work and be approved by a faculty sponsor. Course title for transcript will be Honors Thesis. Completed projects will be announced and presented to interested students and faculty. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Physical Education    103

1 (crs.)

Jogging

This beginning jogging class is primarily concerned with improving cardiorespiratory function through jogging.

Physical Education    105

2 (crs.)

The Active Lifestyle

A contemporary examination of the effects of lifestyle, wellness, and health promotion on the individual. Instruction in procedures for self-evaluation as well as an individualized exercise program for the development of health fitness. Participation in a planned program of aerobic activity is required. This course meets the 2-credit physical education requirement.

Physical Education    107

1 (crs.)

Orientation to Physical Education

Physical education as a profession including professional preparation, scope, and contemporary issues. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Physical Education    108

1 (crs.)

Yoga

This course involves learning poses and sequences for yoga, breathing techniques, benefits of poses and how to cue. It is a first course that will explore the benefits of yoga, props for yoga and modifications.

Physical Education    109

1 (crs.)

Beginning Basketball

The primary purpose of this course is to introduce students with an entry-level knowledge of the skills, drills, and rules of the game of basketball. A secondary focus will be placed on how basketball can be used to enhance students’ health related fitness.

Physical Education    112

1 (crs.)

Racquetball

Development of the knowledge and skills of racquetball. One hour per week under instructor is required. Special course fees may apply.

Physical Education    113

1 (crs.)

Weight Training

This course is designed to introduce the student to weight training principles, methodologies, and techniques for improving muscular strength and endurance through program design. Methods of training will include machines, free weights, and training with and without apparatus. Orientation to equipment, safety, and proper technique will be emphasized.

Physical Education    114

1 (crs.)

Backpacking

The objective of this course is to improve your knowledge and skills in backpacking, but more importantly to learn to backpack safely. The course will require a minimum of backpacking equipment (hiking shoes and a backpack of approximately 3,000 cubic inches) in order to enroll. Special course fees may apply.

Physical Education    115

1 (crs.)

Fitness for Active Aging

This course introduces students to a variety of ways to instruct active older adults. Included will be floor aerobics, yoga and strength training.

Physical Education    120

1 (crs.)

Beginning Golf

Emphasis on equipment, fundamentals of grip and swing, putting, chipping, and sand play. Special course fees may apply.

Physical Education    129

1 (crs.)

Square and Social Dance

Beginning square dance and introductory social dance skills including foxtrot, waltz, tango, cha-cha, swing and country. Special course fees may apply.

Physical Education    132

1 (crs.)

Beginning Martial Arts

Introduction to the basic skills and techniques of martial arts. Special course fees may apply.

Physical Education    133

1 (crs.)

Canoeing, Kayaking, and Other Paddle Sports

Introduction to basic river canoeing, kayaking, and other paddle sport skills and safety. Prerequisite: Intermediate swimming ability. Special course fees may apply.

Physical Education    135

1 (crs.)

Sailing

Introduction to basic safety, rigging and sailing of small boats. Prerequisite: Intermediate swimming ability. Special course fees may apply.

Physical Education    138

1 (crs.)

Beginning Badminton

Emphasis on stroke production and skill development in the basic fundamentals of badminton, as well as knowledge and understanding of the rules and strategies of the game. Special course fees may apply.

Physical Education    140

1 (crs.)

Beginning Bowling

Introduction to beginning bowling. Emphasis on basic skills, scoring, terminology, strategy, rules and etiquette. Special course fees may apply.

Physical Education    142

1 (crs.)

Volleyball

Power volleyball techniques. Stress on competitive rather than recreational aspects.

Physical Education    143

1 (crs.)

Cycling

The purpose of this class is to teach students how to properly bike on off road trails as well as on the road with and without a group. An emphasis will be placed on safety. Minimum equipment required will be a bike (preferably a mountain bike).

Physical Education    144

1 (crs.)

Beginning Tennis

Introduction to the basic fundamentals of tennis with emphasis on the forehand and backhand ground strokes as well as the basic serve and volley. Special course fees may apply.

Physical Education    145

1 (crs.)

Alpine Skiing and Snowboarding

The purpose of this class is to teach students how to properly ski and snowboard on groomed trails. An emphasis will be placed on safety. Students need to provide their own equipment and are responsible for any lift ticket/user fees. Special course fees may apply.

Physical Education    148

1 (crs.)

Nordic Skiing

Diagonal stride, skating, personal safety, physical principles of exercise, Telemark techniques, and opportunities for participation in cross country skiing. Special course fees may apply.

Physical Education    154

1 (crs.)

Aqua Aerobics

Combining swimming movements and exercises into routines to music as a challenging and interesting way to develop a fitness program. Special course fees may apply.

Physical Education    163

1 (crs.)

Techniques of Scientific Relaxation

The practice of relaxation skills which permits the release of tension and stress saves energy and increases efficiency in daily pursuits.

Physical Education    174

1 (crs.)

Aerobic Dance

A combination of routines that mold dance steps, exercises and locomotor movements into a challenging fun-filled physical fitness program.

Physical Education    180

1 (crs.)

Beginning Archery Skill

The purpose of this course is to introduce students to beginner archery techniques and skills associated with archery programs. An emphasis will be placed on safety, conservation, and hands-on experiences.

Physical Education    181

1 (crs.)

Advanced Archery Skills

The purpose of this course is to introduce students to advanced archery techniques and to introduce archery hunting at an entry level. An emphasis will be placed on safety, conservation, and hands-on experiences. Students should have a working knowledge of beginning archery skills prior to enrolling in this course.

Physical Education    190

2 (crs.)

Movement Activities/PreK-2

Students will learn the critical elements of incorporating basic motor skills into creative activities. They will learn to teach lead-up games for nontraditional as well as traditional individual, dual and team sports. Included are games and activities using developmentally appropriate skills.  Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.

Physical Education    191

2 (crs.)

Innovative Games and Lead-Up Activities

Students will become knowledgeable about the movement activities of PreK-2 children, their growth and development patterns, instructional methods, technological changes, and developmental levels in young children. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.

Physical Education    192

2 (crs.)

Outdoor Recreation and Leisure Activities

Students will learn how to implement outdoor activities as a part of the contemporary Physical Education PreK-12 teacher preparation curriculum.  Included are hiking, backpacking, inline skating, climbing, skiing, camping, canoeing, snowshoeing, biking, and archery.  Pedagogical knowledge and skills that go beyond traditional sport skills will be emphasized. Special course fees may apply.

Physical Education    193

2 (crs.)

Adventure, Challenge, and Cooperative Activities in Physical Education

This course presents the concepts of adventure education including cooperative and leadership activities. The students will learn to use and implement a ropes course, climbing walls, orienteering, and new games in the PreK-12 curriculum with diverse populations. Emphasis will be placed on the teaching and methodology of adventure theory.  Special course fees may apply.

Physical Education    201

3 (crs.)

Intro to Fitness & Strength

This course is designed to prepare and qualify students to work as personal trainers. The course bridges the gap between human kinetics related course work and practical skills of teaching and evaluating human movement and exercise to improve health and physical performance. Students will have the option to take the NCSF National Certification Exam for Personal Trainers.

Physical Education    202

3 (crs.)

Prevention & Response to Injuries for Teachers & Coaches

Introduction to prevention and response for common injuries for teachers and coaches. Prevention and care of injuries that occur in the physical education classroom and during sport activities are explored. This course will provide classroom physical education teachers and coaches the necessary knowledge and skills to prevent, assess, and care for injuries. Special course fees may apply.

Physical Education    205

1 (crs.)

Mountaineering/Repelling (PE)

Methods and techniques in scaling and descending precipitous landforms, to include: climbing ropes and knots, body positions and holds, belays, repels, rope bridges, emergency evacuation and carriers.

Physical Education    206

1 (crs.)

Orienteering

An introduction to the Olympic sport of Orienteering: involves navigating cross-country over unfamiliar terrain with map and compass in order to locate control markers in competition requiring speed, accuracy and mental decisiveness on the part of the competitor. Requires two Saturdays.

Physical Education    208Q3

3 (crs.)

Effective Leadership in Adventure, Outdoor, and Recreation Education (XS)

This course presents the concepts of adventure, outdoor, and recreation education including cooperative and leadership activities. Each student will take part in a civic engagement experience where they will help teach others how to react and respond to a variety of situations they engage in while being physically active. Some of the activities students could be involved in are: individual and dual sports, team sports and rock climbing, swimming, cycling, running, and ice skating. A focus will be placed on the pedagogical aspects of adventure, outdoor, and recreation education and how these activities build community through physical activity as well as the transferable skills of leadership in adventure, recreation, and in the outdoors.

Physical Education    217

3 (crs.)

Social Aspects of Sport (ES)(XS)

A course focusing on sport institutions as social organizations and how they function within a culture. Emphasis is placed on group structure and membership, group pressure, socialization, stratification, and deviance as they apply to the sports’ setting. Selected interdisciplinary topics demonstrating the connections between sport and: media, business/economy, gender, race/ethnicity, social class, politics, and religion.

Physical Education    217Q2

3 (crs.)

Social Aspects of Sport (XS)(ES)

A course focusing on sport institutions as social organizations and how they function within a culture. Emphasis is placed on group structure and membership, group pressure, socialization, stratification, and deviance as they apply to the sports’ setting. Selected interdisciplinary topics demonstrating the connections between sport and: media, business/economy, gender, race/ethnicity, social class, politics, and religion. An interdisciplinary focus on sport within the American culture. Emphasis is placed on the history and evolution of sports and the resulting effects on the social institutions of education, politics, economy, health, and religion. Within these institutions we will look at stratification of gender, social class, and race/ethnicity using multiple sociological theories. Practical exercises in research will enhance student knowledge of course topics. Learners will also have the opportunity to explore related areas of their own interest.

Physical Education    218

3 (crs.)

Women and Sport (XS)(ES)

A course focusing on the social dimensions and the historical and cultural foundations of women and sport in our society. Emphasis will be placed on exploring the changing roles and opportunities in sports for women, as well as how past and current beliefs regarding gender, sexuality, and race and ethnicity shape the experiences of women in sports in our society. Selected topics include: the history of physical education, activity and fitness for women in the United States, barriers/structural constraints facing women in sports, race and ethnicity, women’s health issues, sexuality and homophobia, the role of journalism and the media, career opportunities for women, and the future of sports for women in our society.

Physical Education    219

3 (crs.)

Introduction to Sports/Fitness Mgt

This course will provide an introduction to the sport and fitness management industry. Emphasis will be placed on basic management principles, marketing, public relations, finance, economics, organizational theory, and career opportunities as they apply to the field of sports and fitness management. Special course fees may apply.

Physical Education    221

1 – 2 (crs.)

Swimming

Concentration on stroke development and safety in the water will be emphasized. Lifeguard certification is possible with successful completion of this course. Special course fees may apply.

Physical Education    224

3 (crs.)

PreK-12 Methods for Swimming and Adapted Aquatics

Methods and techniques in the teaching of swimming strokes to PreK-12 physical education students.  Exposure to a variety of other aquatic activities included.  Admission dependent upon passing a swimming test. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only. Special course fees may apply.

Physical Education    247

2 (crs.)

Coaching of Softball

The basic skills, rules, and strategies of softball. Coaching techniques.

Physical Education    252

1 (crs.)

Volleyball Officiating

The discussion and application of rules and officiating techniques. The student will be required to officiate in class athletic programs.

Physical Education    261

2 (crs.)

Volleyball Coaching

Study of specific skills, coaching techniques, team selection, preparation, judging, and conducting competitive techniques in the sport.

Physical Education    264

2 (crs.)

Tennis Coaching

Study of specific skills, coaching techniques, team selection, preparation, judging, and conducting competitive techniques in the sport.

Physical Education    265

2 (crs.)

Coaching of Gymnastics

Study of specific skills, coaching techniques, team selection, preparation, judging, and conducting competitive techniques in the sport.

Physical Education    266

3 (crs.)

Dance

Methods and techniques in teaching dance activities to Physical Education majors in the PreK-12 Teacher Preparation Emphasis. Exposure to a variety of traditional, folk, and modern dance activities included. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.

Physical Education    270

2 (crs.)

Physical Education for Elementary School

Introduction of physical education teaching methods appropriate for the elementary classroom teacher. Emphasis on: safety, supervision, equipment, basic principles, desired outcomes, program content, and integration of physical activities in the elementary school curriculum. Prerequisite: Elementary Education majors only and Admission to SOEHS

Physical Education    275

5 (crs.)

Functional Anatomy, Physiology and Kinesiology for Physical Education Majors

This course is designed to provide Physical Education majors a study of the fundamental principles of human structure, function, and movement with applications to health and disease. This course will explore the organization of the human body at various levels of organization from the cellular to the organ system level. Emphasis will be placed on the musculoskeletal system, nervous, and cardiorespiratory systems. Prerequisites: BIOLOGY 105 with a C or better and open to Physical Education majors only.

Physical Education    279

2 (crs.)

PreK-12 Stunts and Tumbling

Students will learn the basic techniques of teaching stunts and tumbling, safety, and spotting for PreK-12 students. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.

Physical Education    290

3 (crs.)

The Child, The Teacher, and Physical Education

Planning a developmental, sequential, comprehensive program of physical education for children. Emphasis on basic movement education: content and process. Integrating physical education in the elementary school curriculum. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.

Physical Education    295

3 (crs.)

Class Management and Instruction in Physical Education

This class provides students with an introduction to class management and current instructional techniques used in physical education. Students will acquire and utilize knowledge of student characteristics, teaching methods, and varied management skills when selecting activities for inclusion in the physical education program. Students will observe public school students and practice teach with close supervision by university and public school teachers.  Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis who have completed PHY ED 190, 191, 192, and 193.

Physical Education    300

1 (crs.)

Theory and Risk Management in Adventure and Outdoor Education

The main purpose of this course is to give students a more in-depth knowledge and understanding of the theory and risk management behind adventure and outdoor education. An emphasis will be placed on the theories and risk management strategies of historical figures in adventure and outdoor education. A secondary purpose is for students to demonstrate a working knowledge of knots used throughout the years in adventure and outdoor sequencing.

Physical Education    304

2 (crs.)

Coaching Soccer Successfully

This course is designed to give aspiring coaches a foundation of successful coaching principles to build upon in the sport of soccer. Topics to include technical skills, coaching philosophy, periodization, weight management, strength training, and risk management.

Physical Education    305

2 (crs.)

Coaching Wrestling Successfully

This course is designed to give aspiring coaches a foundation of successful coaching principles to build upon in the sport of wrestling. Topics to include technical stills, coaching philosophy, periodization, weight management, strength training, and risk management.

Physical Education    306

2 (crs.)

Coaching of Football

A study of current trends, techniques, and methods involved in the organization and development of an effective football program from a coaching standpoint.

Physical Education    307

2 (crs.)

Coaching of Basketball

A study of current trends, techniques, and methods involved in the organization and development of an effective basketball program from a coaching standpoint.

Physical Education    308

2 (crs.)

Coaching of Baseball

A study of current trends, techniques, and methods involved in the organization and development of an effective baseball program from a coaching standpoint.

Physical Education    309

2 (crs.)

Coaching Track and Field

Theory, fundamentals, and techniques of coaching track and field. Prerequisite: Junior standing

Physical Education    310

2 (crs.)

Coaching Hockey Successfully

This course is designed to give aspiring coaches a foundation of successful coaching principles to build upon in the sport of hockey. Topics to include coaching philosophy, strength training, risk management, communicating with your athletes and their parents, teaching and developing hockey skills, planning and conducting practices, evaluating performance, and coaching during games.

Physical Education    320

3 (crs.)

Contemporary Issues in Coaching

This course is designed to acquaint prospective coaches with the issues associated with coaching youth in interscholastic athletic programs. Emphasis is on high school and middle school athletics. Topics include: athletics, emergency procedures, liability, motivation, human relations, public relations, and minorities in athletics. (This course is a designated writing course. It will satisfy the writing course requirements in COBAC).

Physical Education    324

3 (crs.)

Dance II

Advanced skill acquisition, instructional methodology and what to include in a school dance curriculum. Prerequisite: PHY ED 266.

Physical Education    328

2 (crs.)

Officiating Team Sports

Fundamentals of officiating team sports, to include rules, mechanics, procedures and practical application.

Physical Education    333

3 (crs.)

Physical Education & Health in the Elementary School

Current methods of developing a pk-6 physical education curriculum for classroom teachers and teaching developmentally appropriate activities to children will be stressed. The integration of physical education activities within the elementary curriculum will be examined. Emphasis will also be placed on school health education teaching methods and content appropriate for the elementary classroom teacher. The intent of this course is to provide the prospective elementary teacher candidate with an overview of curriculum development, instructional strategies and relevant content in the discipline of school physical and health education. Prerequisite: Education major.

Physical Education    335

4 (crs.)

Human Movement and Exercise Physiology in Physical Education

This course will introduce the Physical Educator to the principles of human movement, applied sport mechanics, and exercise physiology. Prerequisites: BIOLOGY 211, or PHY ED 275 for Physical Education majors.

Physical Education    340

3 (crs.)

Choreography

Advanced skill acquisition, choreographic knowledge, instructional methodology and what to include in a school curriculum and dance production. Prerequisites: PHY ED 266 and 324 or dance vocabulary knowledge.

Physical Education    356

2 (crs.)

Internship in Adventure/Outdoor Education

The purpose of this course is to provide students with a hands-on experience in activities within the adventure education as well as the outdoor education curriculum.

Physical Education    360

2 (crs.)

Field Experience in Coaching

An individual approach to practical field experience in coaching middle school athletics (grades 6-8) under the supervision of a head coach. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.

Physical Education    373

3 (crs.)

Adapted Physical Education

Adaptation of physical education activities based on the needs of students with disabilities. Attention to legislation, placement options and methods of teaching individuals with a variety of disabilities. 373/573

Physical Education    374

2 (crs.)

Assessment and Prescription Techniques in Adapted Physical Education

Theory and practice in assessment, prescription and programming for individuals with disabilities.  Prerequisites: PHY ED 373.  374/574

Physical Education    375

2 (crs.)

Lifespan Motor Development

Study of lifespan motor development from infancy through adulthood, including information on delayed development, psychological factors and the normal pattern of motor skill acquisition. Prerequisite: Sophomore standing. Open to students with a major or minor in Human Kinetics & Health Education.

Physical Education    376

2 (crs.)

Sports for Individuals with Disabilities

Contemporary sports opportunities for individuals with disabilities, with application to teaching and transition planning.  Prerequisites: PHY ED 373. Special course fees may apply. 376/576

Physical Education    380

2 (crs.)

Adapted Aquatics

A course designed to provide the student with various alternatives in teaching techniques for beginning swimmers and the exceptional student. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education. Special course fees may apply. 380/580

Physical Education    382

2 (crs.)

Coaching of Swimming

Dry land exercises, conditioning, and advanced techniques in all four competitive strokes.

Physical Education    390

1 – 3 (crs.)

Current Topics

Intensive and critical study of current topical issues in physical education or recreation chosen in advance by the instructor and/or the program.

Physical Education    392

3 (crs.)

Instructional Methods for Elementary School Physical Education

This course emphasizes instructional strategies in PreK-6 physical education. Included are: PreK-12 developmentally appropriate activities, expected student performance, instructional analysis, equipment and materials, and discussion of curriculum development in PreK-6 physical education. Note: This course must be taken prior to or concurrently with EDU 370. Prerequisite: Physical Education major.

Physical Education    393

3 (crs.)

Instructional Methods for Middle School Physical Education

This course emphasizes instructional strategies such as appropriate performance, instructional analysis, materials, including curriculum development, and the teaching of physical education in middle schools. Prerequisite: Physical Education major. Special course fees may apply.

Physical Education    394

3 (crs.)

Instructional Methods for High School Physical Education

This course emphasizes instructional strategies such as appropriate performance, instructional analysis, materials, including curriculum development, and the teaching of physical education in secondary schools. Prerequisite: Physical Education major. Special course fees may apply.

Physical Education    395

3 (crs.)

Resistance Training and Functional Training for Physical Education Majors

This course will introduce the Physical Educator to the principles of Weight Training and Functional Training. Principles, theory, science, and application of strength training, functional and flexibility training will be introduced. This course will cover safety, injury prevention and proper execution of the use of free weights, machines, bodyweight, flexibility, and total body lifts taught in 6-12 Physical Education classes. Prerequisites: BIOLOGY 211 or PHY ED 275 for Physical Education majors.

Physical Education    396

3 (crs.)

Strength Training Techniques and Program Design

This course is designed to provide the student with scientific concepts and working knowledge of strength training and conditioning for both athletes and special populations. Additional emphasis will be placed on nutrition, exercise technique, functional anatomy, program planning, administration, testing and evaluation. Additionally, this course is designed to prepare students for the nationally accredited Certified Strength and Conditioning Specialist (CSCS) certification exam. Prerequisite: PHY ED 395, Physical Education major or instructor consent.

Physical Education    408

3 (crs.)

Field Experience in Coaching/Grades 9-12

An individual approach to practical field experience in coaching high school athletics (grades 9-12) under the supervision of a head coach. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only.

Physical Education    421

3 (crs.)

Evaluation, Assessment, and Technology for Physical Education and APE

Students will learn to use technology to aid in testing, evaluating, and assessing PreK-12 physical education students. Students will have hands-on experience in a computer lab with up-to-date assessment software related to physical education.  Students will learn to administer and assess commonly used motor skill, fitness, and sport skill tests used in PreK-12 physical education. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only who have completed Admission I.

Physical Education    422

3 (crs.)

Physical Education and Sports for Individuals with Developmental Disabilities

Class content considers research, instructional programs and techniques in physical education for developmentally disabled individuals, such as the cognitively disabled, learning disabled, and emotionally (behaviorally) disordered. Prerequisite: PHY ED 373. 422/622

Physical Education    424

3 (crs.)

Physical Education and Sports for Individuals with Chronic & Permanent Physical Disability

Class content considers research, instructional programs and techniques in physical education for individuals with chronic and permanent physical disabilities based on indicators, limitations, and needs.  Prerequisite: PHY ED 373. 424/624

Physical Education    441

2 (crs.)

Organization and Administration of Physical Education

Organization and administration of physical education programs in the elementary and secondary schools including policy making, budget making, equipment purchases and programs of public relations. Prerequisite: Open to Physical Education majors in the PreK-12 Teacher Preparation Emphasis only who have completed Admission I.

Physical Education    446

1 – 3 (crs.)

Independent Study

See Independent Study under Course and Academic Advisement Policies information for proper information for proper contract form requirements.

Physical Education    456

1 – 3 (crs.)

Related Readings

See Related Readings under Course and Academic Advisement Policies information for general course description, general prerequisites, and proper contract form requirements.

Physical Education    460

1 (crs.)

History and Philosophy of Physical Education

Students will survey the history and related philosophies of physical education. Students will incorporate the concepts taught in prerequisite courses into a personal professional philosophy. Current issues, problems, and trends in physical education are discussed. Each student will complete a multi-media project on the history of physical education. Prerequisite: PHY ED 392, 393 and 394.

Physical Education    472

2 (crs.)

PreK-12 Physical Education Curriculum

The nature and function of PreK-12 physical education will be discussed.  Students will discuss the concepts behind the development of dynamic physical education programs and develop a district wide PreK-12 physical education curriculum. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education.

Physical Education    481

3 (crs.)

Beach and Pool Administration

Community programs, private clubs, beach and pool maintenance, water chemistry, funding, and scheduling. Prerequisite: Open to students with a major or minor in Human Kinetics and Health Education.

Physical Education    482

3 (crs.)

Practicum in Adapted Physical Education

Supervised field experience with programs of physical education/activity for individuals with disabilities.  This course is designed for individuals seeking the 860 Adapted Physical Education Licensure. All courses for Adapted Physical Education minor must be completed, or must have approval of the Coordinator of Adapted Physical Education Program. Prerequisite: Open to students with a major or minor in Human Kinetics & Health Education only. 482/682

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.

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