Alternative Careers in Teachin    220

3 (crs.)

Education in a Pluralistic Society

This course is designed to prepare students to be competent teachers in a pluralistic society. Current theory and research on the major issues confronting educators in a pluralistic society will be explored: immigration, poverty, issues particular to Native Americans, African Americans, Hispanic Americans and other culture/ethnic groups, exceptionality, sexual orientation, religion and other special interest groups. Students in this course will have contact with students, colleagues, parents, and agencies representing different cultures, ethnicities and alternative lifestyles. The knowledge base and rationale for this course is specified in the Wisconsin Department of Public Instruction PI 34.15 (4) and s 118.19 statutory requirements for Teacher Education and Licensing. Special course fees may apply.

Alternative Careers in Teachin    221

1 (crs.)

The Teaching Profession

Students in this course will be introduced to the requirements for teacher licensure, including statutory requirements that need to be met in Wisconsin, and will develop a program of study to meet those requirements. Students will also learn about professional dispositions, classroom management, and conflict resolution. Prerequisite: Admission to the Alternative Careers in Teaching program or instructor consent.

Alternative Careers in Teachin    305

3 (crs.)

The Science of Learning and Assessment

The study of the principles, theories and recent research findings of teaching that affect classroom procedures. Including: theories and conditions of learning; theory and practice of motivation of students; classroom management, individual differences, and assessment. Emphasis in the broad concept of student diversity will be interwoven throughout the course. This course is for students in the Alternative Careers in Teaching program. Prerequisite: Admission to the Alternative Careers in Teaching program. Special course fees may apply.

Alternative Careers in Teachin    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.

Alternative Careers in Teachin    315

3 (crs.)

English Teaching Methods for ACT Students

By readings, demonstrations, and practical experiences, the student learns to organize the materials and methods of the English curriculum into effective teaching procedures in the secondary classroom. Majors in English take concurrently with Clinical Experience. Prerequisites: EDU 110 or 201, and EDU 235, ACT 305 and Admission to SOEHS.

Alternative Careers in Teachin    316

3 (crs.)

Social Studies Teaching Methods for ACT Students

The differing points of view in the teaching of history and the social sciences and of the goals which parallel these differing points of view are examined. Consideration is given to selecting appropriate teaching methods and materials necessary to achieve the varied objectives of the social studies. Learning process is examined as it applies to the attainment of the objectives. Majors in History or other Social Sciences take concurrently with Clinical Experience. Prerequisites: EDU 110 or 201, and EDU 235, ACT 305 and Admission to SOEHS.

Alternative Careers in Teachin    317

3 (crs.)

Science Teaching Methods for act! students

This course is designed to develop pedagogical skills for teaching science in middle and high school. Students will learn about teaching methods, curricular approaches, academic language, and how to assess student performance in science. Topics in this course are selected from science education research and national and state educational agencies’ recommendations for the goals and expectations for learning science and engineering practices for all students. The Next Generation Science Standards and Wisconsin Model Academic Standards for Science are used throughout this course. Both standards documents emphasize development of science and engineering practices as central components to teaching and integration of science with other topics students learn. Learning experiences and assignments in this course addresses some tasks that are included in the edTPA. Prerequisites: Admission to the Alternative Careers in Teaching program or instructor consent.

Alternative Careers in Teachin    318

3 (crs.)

Mathematics Teaching Methods for act! students

This course is designed to develop pedagogical skills for teaching mathematics in middle and high school. Students will learn about teaching methods, curricular approaches, academic language, and how to assess student performance in mathematics. Topics in this course are selected from math education research and national and state educational agencies’ recommendations for the goals and expectations for learning mathematics for all students. The Common Core State Standards for Math and Wisconsin Model Academic Standards for Math are used throughout this course. Both standards documents emphasize development of mathematical practices as central components to teaching and integration of mathematics with other topics students learn. Learning experiences and assignments in this course addresses some tasks that are included in the edTPA. Prerequisites: Admission to the Alternative Careers in Teaching program or instructor consent.

Alternative Careers in Teachin    450

5 – 10 (crs.)

Student Teaching in Middle Education

For students seeking secondary licensure. Supervised observation, participation and responsible teaching experiences. Prerequisite: Admission II.

Alternative Careers in Teachin    452

5 – 10 (crs.)

Internship Secondary Education 6-12

Internship placement for students seeking 6-12 licensure. Supervised observation, participation, and responsible teaching experiences. Prerequisite: Admission II.

Alternative Careers in Teachin    455

1 (crs.)

Seminar II

Designed to aid the student to integrate teaching-learning theories as applied to problems which occur in the classroom situation. Prerequisite: Admission II.

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

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