Education-Cert Elem Ed (EDC)

EDC 510. Professional Foundations I. (2 Credits)

This course examines prominent forces that have shaped formal and informal education in the Western experience. This course explores the historical, philosophical, theological, social, scientific, and technological contributions that have influenced the American educational system. From that foundation, students will be encouraged to explore contemporary issues in American education as they consider their own personal philosophy of teaching and their future role in the teaching profession. Contemporary educational concerns such as highly effective teaching and lesson planning, along with reflective practice are strongly emphasized in the course.

Prerequisite: None

EDC 511. Professional Found II Elem. (2 Credits)

presents the dilemmas facing the classroom teacher as they enter and continue in the profession. School law, legal rights and teacher responsibilities are examined. Relationships with parents and the community are refined, focusing on the professional role of the teacher as a role model in and outside the classroom. 2 credits

Prerequisite: None

EDC 512. Clinicals. (0 Credits)

In this course students learn methods and content appropriate for teaching mathematics to middle school students. National trends and current philosophy of teaching mathematics at this level are discussed.

Prerequisite: None

EDC 513. Human Learning & Development. (4 Credits)

This course explores theories of human development, learning and motivation. The practical applications of these theories in child development, educational psychology and classroom management are explored.

Prerequisite: None

EDC 514. Diversity in the Classroom. (4 Credits)

is designed to give the learner the knowledge, tools and dispositions to effectively facilitate a diverse classroom. An emphasis in this course is on understanding how student learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family and community values. Students will explore their personal attitudes and values as they consider the possibilities and challenges of teaching diverse student populations with varied historical, social, political and cultural backgrounds. Culture, language and social class will be studied as students confront group stereotypes and link theory to classroom practice. A specific focus will be the Native American tribes of Wisconsin, satisfying PI 34.15(4c). This course also introduces the education student to a study of the major characteristics of all disabilities as defined by state and federal law in order to recognize their existence in children and youth. Students will study the process and legal requirements for Special Education services, including pre-referral intervention, screening, the referral process, M-teams, and IEP’s. Students will also study characteristics of gifted children. 4 credits

Prerequisite: None

EDC 515. Language Arts Dev & Strategies. (4 Credits)

This course offers preservice teachers a comprehensive perspective on reading acquisition, including language development, phonemic awareness and phonics methodology, strategies for classroom instruction, and accommodations for a wide range of readers. A balanced or comprehensive approach to literacy will be highlighted in the course.

Prerequisite: None

EDC 516. Curr & Methods of Language Art. (4 Credits)

This course is designed to introduce participants to the theories of, the framework for, and the skills and strategies to be used in the field of language arts. Strategic reading and writing will be the focus with speaking, listening, and literature integrated throughout. Differentiated instruction will be introduced with practical applications made to all grade levels. Participants will have the opportunity to explore, research, discuss, observe and apply strategies, resources, and processes involved with literacy learning.

Prerequisite: None

EDC 517. Practicum. (1 Credit)

This practicum provides the education student with a supervised pre-student teaching experience at the elementary, middle, or high school level. As part of the regular clinical hours required by the Graduate Teacher Certification Program, practicum students will develop and teach a minimum of a 5-lesson unit, based on Wisconsin Model Academic Standards and the specific classroom’s curriculum.

Prerequisite: None

EDC 518. Curr & Methods of Science. (4 Credits)

will provide an inquiry-based approach to teaching the disciplines of science and the environment. Topics of discussion will include the scientific method, laboratory protocol, science in everyday life and ways to integrate topics of science and the environment across the curriculum. 4 credits

Prerequisite: None

EDC 519. Curr & Meth of Social Studies. (4 Credits)

will explore the topics and pedagogy necessary to construct a comprehensive social studies curriculum. Emphasis will be placed on rigorous content aligned to the Wisconsin Model Academic Standards. A specific focus will be the Native American tribes of Wisconsin. 4 credits

Prerequisite: None

EDC 520. Curr/Meth of Mathematics Elem. (4 Credits)

will examine the requisite math topics and skills of the elementary and middle-level classroom, specifically as they have been constructed following the reformed mathematics movement. Attention will be given to multiple means of explanation for math concepts and the use of manipulatives. 4 credits

Prerequisite: None

EDC 521. Curr & Methods of Phy Ed & Hea. (1 Credit)

will provide an important basis for future teachers in curriculum design and developmental considerations in physical education and health classes. The course will stress the teaching of lifelong health and fitness skills, the sexual development of the school-age child and integration of body-kinesthetic learning throughout the curriculum. 1 credit.

Prerequisite: None

EDC 522. Tchng in the Primary Classroom. (1 Credit)

will be a forum in which to discuss the distinctive aspects of the primary-grade classroom. Special topics will include setting up a classroom, interpersonal relationships with students and parents, classroom management and discipline approaches that meet the developmental needs of primary learners and other unique features found in this cluster of grades. 1 credit.

Prerequisite: None

EDC 523. Tchng in the Middle School. (1 Credit)

will delve into the unique considerations of the middle-level classroom. Discussion will center upon the transescent learner, classroom management and discipline, the middle-school design, and the curricular approaches that are most impactful at this level. 1 credit.

Prerequisite: None

EDC 525. Collabor with Family & Communi. (1 Credit)

is a course which will focus on the broader function of the school within the community. The course highlights successful approaches to develop partnerships with community stakeholders, including the parents of students. Additionally, innovative partnership models will be explored. 1 credit.

Prerequisite: None

EDC 526. Curr & Methods of Fine Arts. (1 Credit)

will acquaint the pre-service teacher with the fine arts for the classroom. The visual and performing arts, including dance, theatre, vocal, and instrumental music will all be considered. Special consideration will be given to the integration of the fine arts across the curriculum. 1 credit.

Prerequisite: None

EDC 530. Portfolio I. (0 Credits)

is completed during the assigned term and provides the education student with an opportunity to demonstrate growth in four of the teacher standards. Students will organize thoughtful artifacts and create narratives which represent their competency in the standards. 0 credits

Prerequisite: None

EDC 531. Portfolio II. (0 Credits)

is conducted at the end of the formal coursework in the program and just prior to student teaching. Students share and present their portfolio demonstrating growth in all eleven standards based upon artifacts collected from life experiences as well as their teacher certification coursework. 0 credits

Prerequisite: None

EDC 532. Portfolio III. (0 Credits)

is the final portfolio assessment and is conducted at the end of the student teaching semester. Students share and present their portfolio with new narratives and artifacts from the student teaching semester to demonstrate competency in all eleven teacher standards. 3 credits

Prerequisite: None

EDC 535. Student Teaching Elementary. (1-6 Credits)

is the final phase of the experiential component to the Graduate Teacher Certification Program. 1-6 credits

Prerequisites: Approval of Director and all coursework and clinical work completed satisfactorily.

EDC 536. Student Teaching Middle School. (1-6 Credits)

is the final phase of the experiential component to the Graduate Teacher Certification Program. 1-6 credits

Prerequisites: Approval of Director and all coursework and clinical work completed satisfactorily.

EDC 560. Professional Foundations I. (2 Credits)

This course examines prominent forces that have shaped formal and informal education in the Western experience. This course explores the historical, philosophical, theological, social, scientific, and technological contributions that have influenced the American educational system. From that foundation, students will be encouraged to explore contemporary issues in American education as they consider their own personal philosophy of teaching and their future role in the teaching profession. Contemporary educational concerns such as highly effective teaching and lesson planning, along with reflective practice are strongly emphasized in the course.

Prerequisite: None

EDC 561. Professional Foundations II. (2 Credits)

This course presents the dilemmas facing the classroom teacher as they enter and continue in the profession. School law, legal rights and teacher responsibilities are examined. Relationships with parents and the community are refined, focusing on the professional role of the teacher as a role model in and outside the classroom.

Prerequisite: None

EDC 562. Clinicals. (0 Credits)

provide the teacher candidate with the necessary field experiences required by the Department of Public Instruction. Throughout the program, students complete a specific number of clinical hours in correlation with their coursework. A total of 70 hours are required in multiple middle and secondary school settings. Students are required to regularly reflect upon their fieldwork by turning in clinical reflections after each course. 0 credits

Prerequisite: None

EDC 563. Educational Psychology. (4 Credits)

This course explores theories of human development, learning and motivation. The practical applications of these theories in child development, educational psychology and classroom management are explored.

Prerequisite: None

EDC 564. Diversity in the Classroom. (4 Credits)

This course is designed to give the learner the knowledge, tools, and dispositions to effectively facilitate a diverse classroom. This course explores the cultural, physical, socially constructed, and psychological differences in people. An emphasis in this course is on understanding of how students’ learning is influenced by individual experiences, talents, disabilities, and gender, language, culture, family, and community values. Students will also explore alternative ways of viewing, understanding, and teaching the exceptional child. The learner is challenged to apply knowledge of the richness of contributions from our diverse society to the teaching field.

Prerequisite: None

EDC 565. Teaching in the Middle School. (4 Credits)

This course introduces middle school teaching strategies for use with the transescent student. Topics to be emphasized include an introduction and background to middle-level education, developmental considerations for transescent youth, discipline and management in the middle level classroom, and methods in curriculum and instruction.

Prerequisite: None

EDC 566. Analysis of Instruction. (2 Credits)

This courses examines the structure and organization of secondary schools, as well as characteristics of exemplary secondary school instruction. The course emphasizes standards-based lesson planning, a variety of instructional strategies and introduces the student to the assessment and evaluation process.

Prerequisite: None

EDC 567. Lang and Lit in Content Area. (4 Credits)

This course provides an in-depth study of the relationship of reading, writing, speaking, listening, research, inquiry and media knowledge as it relates to the literacy demands in different content areas. Emphasis is on the practical application of reading theory to content, lesson planning and instruction.

Prerequisite: None

EDC 568. Practicum. (1 Credit)

This practicum provides the education student with a supervised pre-student teaching experience at the elementary, middle, or high school level. As part of the regular clinical hours required by the Graduate Teacher Certification Program, practicum students will develop and teach a minimum of a 5-lesson unit, based on Wisconsin Model Academic Standards and the specific classroom’s curriculum.

Prerequisite: None

EDC 570. Curr & Methods of Tchg English. (4 Credits)

This course presents curriculum, methods, and special concerns for teaching English in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching English. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary English.

Prerequisite: None

EDC 571. Curr & Meth of Tchg Soc Studie. (4 Credits)

This course presents curriculum, methods, and special concerns for teaching social studies in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching social studies. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary social studies.

Prerequisite: None

EDC 572. Curr/ Meth of Tchg Math Sec. (4 Credits)

This course presents curriculum, methods, and special concerns for teaching mathematics in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching mathematics. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary mathematics.

Prerequisite: None

EDC 573. Curr & Meth of Tchg Science. (4 Credits)

This course presents curriculum, methods, and special concerns for teaching science in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching Science. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary science.

Prerequisite: None

EDC 574. Curr & Meth Tchg Bus Education. (4 Credits)

This course presents curriculum, methods, and special concerns for teaching business education in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching business education. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary business education.

Prerequisite: None

EDC 575. Curr & Meth of Tchg World Lang. (4 Credits)

This course provides the students with an opportunity to familiarize themselves with the theoretical foundations and variety of practices in language acquisition. Students explore what different language methods have accomplished in the past, examine the standards and current practices in the teaching/learning of world languages, and attempt to clarify their own beliefs and vision of the world language classroom. Some of the topics include unit planning, effective instruction methodologies and assessment strategies.

Prerequisite: None

EDC 577. Curr & Meth of Tchg Art. (4 Credits)

This course examines the structure and organization of elementary and secondary art programs, as well as qualities of exceptional instruction at these levels. This course emphasizes standards-based lesson planning, various methods of assessment, and classroom management strategies. We will look at education with a focus on how the inherent nature of visual arts affects teaching approaches and classroom structure.

Prerequisite: None

EDC 578. Curr & MethTchg Phy Ed & Healt. (4 Credits)

This course presents curriculum, methods, and special concerns for teaching Physical Education in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching Physical Education. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary physical education.

Prerequisite: None

EDC 580. Portfolio I. (0 Credits)

The portfolio is a collection of materials reflective of student progress toward a variety of learning goals throughout the Graduate Teacher Certification Program experience. As teacher education students become actively involved in acquiring and refining artifacts for their working portfolios, personal learning goals, and self-assessments demonstrate their professional growth.

Prerequisite: None

EDC 581. Portfolio II. (0 Credits)

The portfolio is a collection of materials reflective of student progress toward a variety of learning goals throughout the Graduate Teacher Certification Program experience. As teacher education students become actively involved in acquiring and refining artifacts for their working portfolios, personal learning goals, and self-assessments demonstrate their professional growth.

Prerequisite: None

EDC 582. Portfolio III. (0 Credits)

The portfolio is a collection of materials reflective of student progress toward a variety of learning goals throughout the Graduate Teacher Certification Program experience. As teacher education students become actively involved in acquiring and refining artifacts for their working portfolios, personal learning goals, and self-assessments demonstrate their professional growth.

Prerequisite: None

EDC 586. Studnt Tchng Middle School. (1-6 Credits)

EDC 586/EDC 587 provide the final phase of the experiential component to the Graduate Teacher Certification Program. Student teaching allows the student to practice the variety of theories they have studied throughout the program. All Teacher Certification Program coursework, Praxis I and II and Portfolio I and II have been successfully completed. Director approval is required. These courses are designed to be taken in conjunction with the student teaching term and will run concurrently.

Prerequisite: None

EDC 587. Studnt Tchng High School. (1-6 Credits)

EDC 586/EDC 587 provide the final phase of the experiential component to the Graduate Teacher Certification Program. Student teaching allows the student to practice the variety of theories they have studied throughout the program. All Teacher Certification Program coursework, Praxis I and II and Portfolio I and II have been successfully completed. Director approval is required. These courses are designed to be taken in conjunction with the student teaching term and will run concurrently.

Prerequisite: None

EDC 611. Lang Develop & Early Literacy. (4 Credits)

is a study of early language and literacy development and the application of developmental principals to the earliest stages of reading, writing, listening, and speaking in children ages 0 – 8. Includes analysis of literacy development and literacy routines: shared book experiences, authentic literature experiences, observations skills, organizing the literacy environment, stages of writing, and journal writing. The course will examine current research and curriculum practices. The Reading Foundations Test preparation will also be imbedded in the course content to better prepare students to be teachers of reading. Current trends to traditional methods will be introduced with application to pre-kindergarten through third grade classrooms. The students will explore the complex interaction and integration of the social, physical, emotional, cognitive, and spiritual development (SPECS) of children in order to address all areas effectively and meet the needs of all students and their families. 4 credits

Prerequisite: None

EDC 612. Developmental Reading. (2 Credits)

examines the teaching of reading, through an in-depth look at the elements essential for reading success, emergent literacy and strategies and materials appropriate for literacy instruction in the early childhood classroom. 2 credits.

Prerequisite: None

EDC 613. Books and Pictures. (4 Credits)

examines using picture books with children to develop verbal fluency, visual literacy and aesthetic awareness. The potential of picture books in the early childhood curriculum is studied, specific instructional strategies are suggested and illustration styles are studied. 4 credits.

Prerequisite: None

EDC 614. Curric & Methods of Science. (4 Credits)

provides the professional educator with the knowledge, skills, and dispositions necessary for engaging curiosity, developing scientific literacy, and embracing a sense of wonder in young children. This course will address how young children construct and represent scientific knowledge through problem solving, inquiry-based exploration, cooperative learning experiences, and integration with other curricular areas. Students will develop concepts about the essential components and skills of scientific investigation or theory building; and will use this information in developing, assessing, and modifying developmentally appropriate instructional strategies for diverse learners. Current research, trends, and curricular practices in early childhood science education will be explored. 4 credits

Prerequisite: None

EDC 615. Curric & Methods in ECE I. (4 Credits)

is a study of developmentally appropriate practices with an emphasis on the nature and functions of play. Curriculum design, goal development, and program planning will be examined. 4 credits

Prerequisite: None

EDC 619. EC Student Teaching. (1-6 Credits)

provides one of three culminating clinical experiences for students who will receive a teaching license for early childhood. 3 credits EDUCATION – TEACHER CERTIFICATION PROGRAM – SECONDARY (for the Early Adolescence-Adolescence and Early Childhood-Adolescence licenses) To be eligible for these courses, you must be formally accepted into the Graduate Teacher Certification Program.

Prerequisite: None

EDC 620. Issues & Trends in Gifted Educ. (3 Credits)

This course examines the history of gifted education including major theorists in gifted education and models of educating children with gifts and talents. Current trends in gifted education including issues and situations in the current Wisconsin landscape will be examined. Implications of gifted education in inclusive classrooms will also be explored.

Prerequisite: None

EDC 621. Unique Needs of Gifted Child. (3 Credits)

This course examines models and theorists in gifted education, focusing on the psychology of gifted children. We examine the unique social and emotional needs of gifted students in the regular classroom and how to support students who are struggling to fit in. Creativity and special gifted populations will also be explored, along with social and emotional programs for families and children.

Prerequisite: None

EDC 622. Instruct Students Gifts Talent. (3 Credits)

Instructional practices for working with gifted students in small group settings and pull-out programs will be addressed, including differentiation practices for working with high-achieving and precocious children in an inclusive classroom. Grouping strategies and acceleration practices will be explored. Development of adapted and differentiated curricular materials will occur throughout the course.

Prerequisite: None

EDC 623. Obs, Anal, Pract Tching Gifted. (3 Credits)

This capstone course provides students with observation and analysis skills to apply to their own gifted and talented teaching for this practicum experience. Through this experience and reflection on coursework, a portfolio will be developed to represent the students' knowledge and skills in working with gifted and talented children. An onsite supervisor as well as a university supervisor will provide feedback and support through the use of weekly reflections and meetings.

Prerequisite: None

EDC 624. Portfolio: Gifted & Talented. (0 Credits)

This course is the capstone assessment for Gifted and Talented licensure that highlights a student’s understanding of the WI teacher standards and The National Gifted Education Standards for Professional Development.

Prerequisite: None

EDC 625. Coord Gifted Talented Progs. (3 Credits)

This course focuses on identification of GT students, program development and sustainability of school wide and district wide programs serving the needs of gifted children. State policy and law, advocacy and parent/community outreach. Internship hours are required.

Prerequisite: None

EDC 750. Foundations of the Teaching Profession. (3 Credits)

is the initial course within the teacher licensure program offering a framework for historical, philosophical, theological, social, ethical, scientific, and technological contributions that have influenced the American public and parochial educational systems. Students will explore contemporary issues in American education as they consider their own personal philosophy of teaching and their future role in the teaching profession in a school community. Additionally, students will consider many of the dilemmas facing a classroom teacher within rural, urban and/or suburban cultures today with respect to current state and federal school law, legal rights, responsibilities and educator expectations. 3 credits, 8 weeks

Prerequisite: None

EDC 751. Educational Psychology; Understanding Theory of Teaching and Learning. (3 Credits)

explores cognitive and behavioral theories in respect to student learning, motivation and instructional strategies to meet the needs of all students. Planned supports such as Trauma Sensitive Classrooms, Teacher Impact and the importance of student/teacher relationships are explored as best practices in teaching and learning. The course includes an emphasis on lesson planning and EdTPA preparation. 3 credits, 8 weeks

Prerequisite: None

EDC 752. Language Arts Development and Strategies. (3 Credits)

will focus on effective reading instruction. Students will gain an acute understanding of the reading process itself, including both decoding and comprehension. Additionally, this course will focus on ideas such as differentiation, applied varied instructional approaches, curricular materials, standardized tests, and assessment tools. This course will also offer a comprehensive perspective on reading acquisition, including language development, phonemic awareness and phonics methodology, strategies for classroom instruction, and accommodations for a wide range of readers. A balanced or comprehensive approach to literacy will be highlighted in the course. Students are expected to successfully complete the Foundations of Reading Test following this course. 3 credits, 8 weeks

Prerequisite: None

EDC 753. Language and Literature in Content Areas. (3 Credits)

examines and provides instruction in the understanding of language within individual / specific content areas. Students will explore how to use literature within the given content across all curriculums. 3 credits, 8 weeks

Prerequisite: None

EDC 754. Curriculum & Methods - Language Arts and Social Studies. (3 Credits)

is designed to introduce participants to the theories of and the framework for the skills and strategies to be used in the field of language arts. Strategic reading and writing will be the focus with speaking, listening, and literature integrated throughout the course. Differentiated instruction in teaching literacy will be surveyed with practical applications made to all grade levels. Participants will have the opportunity to explore research, discuss, observe and apply strategies, resources, and processes involved with literacy learning. Additionally, students will explore the topics & pedagogy necessary to construct a comprehensive social studies curriculum while integrating strategies of literacy. Emphasis will be placed on content aligned to the Wisconsin Model Academic Standards. A specific focus will be the Native American tribes of Wisconsin. 3 credits, 8 weeks

Prerequisite: None

EDC 755. Interdisciplinary Instruction: Teaching in the Middle School. (3 Credits)

will delve into the unique considerations of the middle-level classrooms. Discussion will center upon the adolescent learner, the middle-school design, and the curricular approaches most impactful at this level. Consideration will be given to approaches of integrating curriculum between traditional core content and specialized curriculum. Students will learn how to integrate fine arts curriculum such as imagination and creativity into core content areas. Ideas of how teachers can deepen student engagement by integrating the arts across the curriculum using activities that incorporate dance, theatre, music, storytelling, poetry and the visual arts into the everyday classroom will be explored. Additionally, this course will stress learning through body- kinesthetic learning throughout the curriculum. 3 credits, 8 weeks

Prerequisite: None

EDC 756. Analysis of Instruction and Assessment. (3 Credits)

will examine a variety of instructional strategies and introduce the student to the assessment and evaluation processes. Students will explore the processes of both formative and summative assessments for instruction and learn; analyzing the results in relation to learning, effective instruction and student success. This course will prepare student to complete EdTPA’s Planning Rubric 5: Planning Assessments to Monitor and Support Student Learning. 3 credits, 8 weeks

Prerequisite: None

EDC 757. Teaching Diverse Students, Families and Classrooms. (3 Credits)

is designed to give the learner the knowledge, tools, and dispositions to effectively facilitate a diverse classroom. This course explores the cultural, physical, socially constructed, and psychological differences in people. An emphasis in this course is on understanding how students’ learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family, and community values. 3 credits, 8 weeks

Prerequisite: None

EDC 758. Co-Planning and Instruction for all Students. (3 Credits)

is designed for the student to explore alternative ways of viewing, understanding, and teaching the exceptional child. Specifically, this course provides instruction in the teaching of the following areas for students with disabilities; differentiation, classroom management, co-planning and instructional strategies, technology for learning and understanding special education while meeting the needs of all students. 3 credits, 8 weeks

Prerequisite: None

EDC 759. Curriculum & Methods - STEAM. (3 Credits)

will focus on Science and Technology to be analyzed and developed through Engineering and the Arts, with the knowledge that everything is based in elements of Mathematics. Participants will learn to develop, create, implement, and assess a STEAM (Science, Technology, Engineering, Arts, and Mathematics) program, lessons and units. A variety of frameworks will be reviewed and discussed to allow for easy replication of STEAM units and activities. Inquiry-based lessons for instruction and assessment will be explored to help gain a better understanding of possible classroom applications and projects. Educators will leave the course with a roadmap to better implement STEAM into their classroom, promote STEAM questioning, and develop STEAM PBL (Project Based Learning) units. This framework not only includes the art of aesthetics and design, but also the divisions of the liberal, language, musical, physical and manual arts. 3 credits, 8 weeks

Prerequisite: None

EDC 760. Curriculum & Methods - Math. (3 Credits)

will examine the requisite math topics and skills of the elementary and middle-level classroom, specifically as they have been constructed following the reformed mathematics movement. Attention will be given to multiple means of explanation for math concepts, the use of manipulatives and connections to the Common Core State Standards for Mathematics. The focus of this course will be on best practice of instruction in Mathematic instruction with an emphasis on analysis and theory behind Mathematic instruction. 3 credits, 8 weeks

Prerequisite: None

EDC 761. CAPTL Capstone. (3 Credits)

EDC 812. Math in The Middle School. (3 Credits)

In this course students learn methods and content appropriate for teaching mathematics to middle school students. National trends and current philosophy of teaching mathematics at this level are discussed.

Prerequisite: None

EDC 820. Issues & Trends in Gifted Educ. (3 Credits)

This course examines the history of gifted education including major theorists in gifted education and models of educating children with gifts and talents. Current trends in gifted education including issues and situations in the current Wisconsin landscape will be examined. Implications of gifted education in inclusive classrooms will also be explored.

Prerequisite: None

EDC 821. Unique Needs of Gifted Child. (3 Credits)

This course examines models and theorists in gifted education, focusing on the psychology of gifted children. We examine the unique social and emotional needs of gifted students in the regular classroom and how to support students who are struggling to fit in. Creativity and special gifted populations will also be explored, along with social and emotional programs for families and children.

Prerequisite: None

EDC 822. Instruct Students Gifts Talent. (3 Credits)

Instructional practices for working with gifted students in small group settings and pull-out programs will be addressed, including differentiation practices for working with high-achieving and precocious children in an inclusive classroom. Grouping strategies and acceleration practices will be explored. Development of adapted and differentiated curricular materials will occur throughout the course.

Prerequisite: None

EDC 823. Obs, Anal, Pract Tching Gifted. (3 Credits)

This capstone course provides students with observation and analysis skills to apply to their own gifted and talented teaching for this practicum experience. Through this experience and reflection on coursework, a portfolio will be developed to represent the students' knowledge and skills in working with gifted and talented children. An onsite supervisor as well as a university supervisor will provide feedback and support through the use of weekly reflections and meetings.

Prerequisite: None

EDC 824. Portfolio: Gifted & Talented. (0 Credits)

This course is the capstone assessment for Gifted and Talented licensure that highlights a student’s understanding of the WI teacher standards and The National Gifted Education Standards for Professional Development.

Prerequisite: None

EDC 825. Coord Gifted Talented Progs. (3 Credits)

This course focuses on identification of GT students, program development and sustainability of school wide and district wide programs serving the needs of gifted children. State policy and law, advocacy and parent/community outreach. Internship hours are required.

Prerequisite: None

EDC 832. Teaching Writing. (3 Credits)

EDC 835. Foundations of Special Education: Instructing Diverse Populations. (3 Credits)

In this course students will examine the historical, philosophical, theological, social, scientific, and technological contributions that have influenced the American educational system. Additionally, the learner will gain knowledge, tools, and dispositions to effectively facilitate a diverse classroom while exploring theories of human development, learning and motivation. Practical applications of theories in child development, educational psychology, and classroom management are studied. This course emphasizes an understanding of how student learning is influenced by individual experiences, talents, disabilities, and gender, language, culture, family and community values. Students will be encouraged to explore contemporary issues in American education considering their own personal philosophy of teaching, exploring personal attitudes and values as they consider the possibilities and challenges of teaching diverse student populations with varied historical, social, political and cultural backgrounds. A specific focus will be the Native American tribes of Wisconsin, satisfying PI 34.15(4c).

Prerequisite: None

EDC 836. Legal Foundations in Special Education. (3 Credits)

This course is designed to provide students with an overview of children and youth with disabilities and the legal requirements of providing an education for those students. Students will examine the disability categories and components of IDEA (Individuals with Disabilities Education Act) and how they ensure students with disabilities appropriate educational and related services. Other case studies and laws regarding the education and treatment of students with disabilities will be examined.

Prerequisite: None

EDC 837. Teaching Mathematic Strategies. (3 Credits)

This course presents an integrated approach to mathematics content, materials, strategies, assessments, and methods that are developmentally appropriate for early childhood, elementary, and middle-level classrooms. Attention will be given to multiple means of explanation for math concepts, the use of manipulatives, and connections to the Common Core State Standards for Mathematics. In addition, an emphasis is on constructing knowledge through problem solving, communication, reasoning, connecting mathematical ideas, representation, and generalization. Current research in mathematics education and curriculum development is emphasized. Preservice teachers will develop a philosophy for teaching mathematics and will examine the requisite math topics and skills while teaching in local schools.

Prerequisite: None

EDC 838. Classroom and Behavioral Management in Special Education. (3 Credits)

This course includes individual and group behavior management, behavioral change strategies, and classroom management for students with disabilities in a variety of school settings. This course also explores theories of human development, learning, and motivation and their practical applications. The practical applications of these theories in child development, educational psychology, trauma sensitive practices, Positive and Behavior Interventions and Supports (PBIS), and classroom management are explored. Principles of applied behavior analysis are discussed to promote appropriate academic and social behaviors and to decrease challenging behaviors in school settings. Creating positive learning environments that facilitate student learning and effective social interaction is emphasized. Special emphasis is placed on the student's ability to recognize, apply, and evaluate various strategies of management, and to conduct Functional Behavioral Assessments (FBA) and develop Behavior Intervention Plans (BIPs).

Prerequisite: None

EDC 839. Foundational Reading and Literacy Strategies. (3 Credits)

This course delves into the Five Pillars of Literacy and how to educate literacy strategies and skills from these Five Pillars. This course offers preservice teachers a comprehensive perspective on reading acquisition, including language development, phonetic awareness and phonics methodology, vocabulary and comprehension skills, fluency, strategies for classroom instruction, and accommodations for a wide range of readers. A balanced or comprehensive approach to literacy will be highlighted in the course. This course is also designed to introduce participants to the theories of, the framework for, and the skills and strategies to be used in the field of language arts. Strategic reading and writing will be the focus with speaking, listening, and literature integrated throughout. Participants will have the opportunity to explore, research, discuss, observe and apply strategies, resources, and processes involved with literacy learning. Students are required to take the Foundations of Reading Test (FORT) and plenty of guidance is provided assist preparation for this test. 3 credits

Prerequisite: None

EDC 840. Differentiated Reading Interventions for Special Education. (3 Credits)

This course provides an understanding of processes, principles, and practices of literacy development and the study of the major components of literacy instruction for special education students with modifications and adaptations to achieve a balanced literacy curriculum. An overview of the various theories about teaching reading and language arts is provided.

Prerequisite: None

EDC 841. Evidence-Based Instructional Strategies in Special Education. (3 Credits)

This course is designed to provide the student with an orientation to the field of evidence based instructional strategies used in the teaching and learning process for students with Individualized Education Plans (IEPs). The course will focus on the nature of evidence based instructional strategies, universal design for learning, and accommodations versus modifications.

Prerequisite: None

EDC 842. Characteristics of and Interventions for Students with Significant Disabilities. (3 Credits)

This course examines and provides instruction in the teaching of the following areas for students with disabilities: self-management and self-determination skills; social skills and emotional development; communication skills, and generalization and maintenance. This course also provides a study of the characteristics, effective assessment and intervention for individuals with severe disabilities. In addition, this course will focus on issues relevant to post educational, vocational, independent living, and community transitions, and the development of Individual Education Plans (IEP) and Individual Transition Plans (ITP). Future teachers will learn how to integrate life skills into instruction and use various technologies and assistive technology to enhance student learning.

Prerequisite: None

EDC 843. Assessment and Progress Monitoring in Special Education. (3 Credits)

This course examines and provides instruction in the teaching of the following areas for students with disabilities: self-management and self-determination skills; social skills and emotional development; communication skills, and generalization and maintenance. This course also provides a study of the characteristics, effective assessment and intervention for individuals with severe disabilities. In addition, this course will focus on issues relevant to post educational, vocational, independent living, and community transitions, and the development of Individual Education Plans (IEP) and Individual Transition Plans (ITP). Future teachers will learn how to integrate life skills into instruction and use various technologies and assistive technology to enhance student learning.

Prerequisite: None

EDC 844. Collaboration and Teaming for Effective Instruction. (3 Credits)

This course explores relationships (with families and students; and professional staff-such as administrators, other teachers, paraprofessionals, service staff) and collaboration for successful inclusion. Current research on human behavior and motivation are presented to understand how to create conditions in the classroom to meet the students’ needs. Dilemmas teachers face with state and federal school laws, legal and social rights, role clarity, communication, planning, reporting, administrative support, and teacher responsibility will be addressed. This course focuses on the professional role of the teacher as role model in and out of the classroom. Methods of co-teaching and working with other related service providers are also examined. Additionally, the course will highlight successful approaches to develop partnerships with community stakeholders, special organizations, and other resources to increase the partnership of learning for all students.

Prerequisite: None

EDC 845. Special Education Student Teaching (first 9 week placement). (1-6 Credits)

This course provides the final phase of the experiential component of the Graduate Teacher Certification Program. Student teaching allows the student to practice the variety of theories they have studied throughout the program. All Teacher Certification Program coursework, Praxis I and II requirements have been met and Portfolio I and II have been successfully completed. Director approval is required. These course are designed to be taken in conjunction with the student teaching term and will run concurrently.

Prerequisite: None

EDC 846. Special Education Student Teaching (second 9 week placement). (1-6 Credits)

This course provides the final phase of the experiential component of the Graduate Teacher Certification Program. Student teaching allows the student to practice the variety of theories they have studied throughout the program. All Teacher Certification Program coursework, Praxis I and II requirements have been met and Portfolio I and II have been successfully completed. Director approval is required. These course are designed to be taken in conjunction with the student teaching term and will run concurrently.

Prerequisite: None

EDC 853. Reading Assess and Instruction. (3 Credits)

EDC 860. Professional Foundations I. (2 Credits)

This course examines prominent forces that have shaped formal and informal education in the Western experience. This course explores the historical, philosophical, theological, social, scientific, and technological contributions that have influenced the American educational system. From that foundation, students will be encouraged to explore contemporary issues in American education as they consider their own personal philosophy of teaching and their future role in the teaching profession. Contemporary educational concerns such as highly effective teaching and lesson planning, along with reflective practice are strongly emphasized in the course.

Prerequisite: None

EDC 861. Professional Foundations II. (2 Credits)

This course presents the dilemmas facing the classroom teacher as they enter and continue in the profession. School law, legal rights and teacher responsibilities are examined. Relationships with parents and the community are refined, focusing on the professional role of the teacher as a role model in and outside the classroom.

Prerequisite: None

EDC 862. Clinicals. (0 Credits)

provides the teacher candidate with the necessary field experiences required by the Department of Public Instruction. Throughout the program, students complete a specific number of clinical hours in correlation with their coursework. A total of 70 hours are required in multiple school settings. Students are required to regularly reflect upon their fieldwork by turning in clinical reflections after each course. 0 credits, pass/fail

Prerequisite: None

EDC 863. Educational Psychology. (4 Credits)

This course explores theories of human development, learning and motivation. The practical applications of these theories in child development, educational psychology and classroom management are explored.

Prerequisite: None

EDC 864. Diversity in the Classroom. (4 Credits)

This course is designed to give the learner the knowledge, tools, and dispositions to effectively facilitate a diverse classroom. This course explores the cultural, physical, socially constructed, and psychological differences in people. An emphasis in this course is on understanding of how students’ learning is influenced by individual experiences, talents, disabilities, and gender, language, culture, family, and community values. Students will also explore alternative ways of viewing, understanding, and teaching the exceptional child. The learner is challenged to apply knowledge of the richness of contributions from our diverse society to the teaching field.

Prerequisite: None

EDC 865. Teaching in the Middle School. (4 Credits)

This course introduces middle school teaching strategies for use with the transescent student. Topics to be emphasized include an introduction and background to middle-level education, developmental considerations for transescent youth, discipline and management in the middle level classroom, and methods in curriculum and instruction.

Prerequisite: None

EDC 866. Analysis of Instruction. (2 Credits)

This course examines the structure and organization of secondary schools, as well as characteristics of exemplary secondary school instruction. The course emphasizes standards-based lesson planning, a variety of instructional strategies and introduces the student to the assessment and evaluation process.

Prerequisite: None

EDC 867. Lang & Lit in Content Area. (4 Credits)

This course provides an in-depth study of the relationship of reading, writing, speaking, listening, research, inquiry and media knowledge as it relates to the literacy demands in different content areas. Emphasis is on the practical application of reading theory to content, lesson planning and instruction.

Prerequisite: None

EDC 868. Practicum. (1 Credit)

This practicum provides the education student with a supervised pre-student teaching experience at the elementary, middle, or high school level. As part of the regular clinical hours required by the Graduate Teacher Certification Program, practicum students will develop and teach a minimum of a 5-lesson unit, based on Wisconsin Model Academic Standards and the specific classroom’s curriculum.

Prerequisite: None

EDC 869. Technology for Educators. (3 Credits)

This course prepares future teachers to effectively use various technologies in a K-12 setting. The course includes five units; each covering one of ISTE’s five NETS-T standards for teachers. Future teachers will learn about and use various technologies to enhance student learning and engage in professional development. This course has a strong focus on 21st century learning and web 2.0 technologies as they apply to the field of education.

Prerequisite: None

EDC 870. English Methods. (2-4 Credits)

This course presents curriculum, methods, and special concerns for teaching English in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching English. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary English.

Prerequisite: None

EDC 871. Social Studies Methods. (2-4 Credits)

This course presents curriculum, methods, and special concerns for teaching social studies in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching social studies. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary social studies.

Prerequisite: None

EDC 872. Math Methods. (2-4 Credits)

This course presents curriculum, methods, and special concerns for teaching mathematics in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching mathematics. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary mathematics.

Prerequisite: None

EDC 873. Science Methods. (2-4 Credits)

This course presents curriculum, methods, and special concerns for teaching science in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching Science. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary science.

Prerequisite: None

EDC 874. Business Methods. (2-4 Credits)

This course presents curriculum, methods, and special concerns for teaching business education in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching business education. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary business education.

Prerequisite: None

EDC 875. Methods of World Languages. (2-4 Credits)

This course provides the students with an opportunity to familiarize themselves with the theoretical foundations and variety of practices in language acquisition. Students explore what different language methods have accomplished in the past, examine the standards and current practices in the teaching/learning of world languages, and attempt to clarify their own beliefs and vision of the world language classroom. Some of the topics include unit planning, effective instruction methodologies and assessment strategies.

Prerequisite: None

EDC 877. Art Methods. (2-4 Credits)

This course examines the structure and organization of elementary and secondary art programs, as well as qualities of exceptional instruction at these levels. This course emphasizes standards-based lesson planning, various methods of assessment, and classroom management strategies. We will look at education with a focus on how the inherent nature of visual arts affects teaching approaches and classroom structure.

Prerequisite: None

EDC 878. Phys Ed & Health Methods. (2-4 Credits)

This course presents curriculum, methods, and special concerns for teaching Physical Education in the middle and high school levels. The intent of this course is for students to utilize their theoretical understandings and content knowledge in direct application to the classroom setting. Topics which will be emphasized include curriculum planning, assessment strategies, instructional materials, teaching and learning strategies, and effective instruction as it relates to teaching Physical Education. This course includes the construction of unit and lesson plans using a variety of resources and instructional tools, and special topics related to teaching secondary physical education.

Prerequisite: None

EDC 880. Portfolio I. (0 Credits)

The portfolio is a collection of materials reflective of student progress toward a variety of learning goals throughout the Graduate Teacher Certification Program experience. As teacher education students become actively involved in acquiring and refining artifacts for their working portfolios, personal learning goals, and self-assessments demonstrate their professional growth.

Prerequisite: None

EDC 881. Portfolio II. (0 Credits)

The portfolio is a collection of materials reflective of student progress toward a variety of learning goals throughout the Graduate Teacher Certification Program experience. As teacher education students become actively involved in acquiring and refining artifacts for their working portfolios, personal learning goals, and self-assessments demonstrate their professional growth.

Prerequisite: None

EDC 882. Portfolio III. (0 Credits)

The portfolio is a collection of materials reflective of student progress toward a variety of learning goals throughout the Graduate Teacher Certification Program experience. As teacher education students become actively involved in acquiring and refining artifacts for their working portfolios, personal learning goals, and self-assessments demonstrate their professional growth.

Prerequisite: None

EDC 885. Secondary Method Online Master. (0 Credits)

This course will explore the overall guiding themes and developmental levels of secondary education. It is designed to run in conjunction with a content area methods course. Students will be exposed to and explore weekly educational themes in this course and will then apply that knowledge for a deeper understanding within their own content area through the partner course.

Prerequisite: None

EDC 886. Middle School Student Teaching. (1-6 Credits)

EDC 886/EDC 887 provide the final phase of the experiential component to the Graduate Teacher Certification Program. Student teaching allows the student to practice the variety of theories they have studied throughout the program. All Teacher Certification Program coursework, Praxis I and II and Portfolio I and II have been successfully completed. Director approval is required. These courses are designed to be taken in conjunction with the student teaching term and will run concurrently.

Prerequisite: None

EDC 887. High School Student Teaching. (1-6 Credits)

EDC 886/EDC 887 provide the final phase of the experiential component to the Graduate Teacher Certification Program. Student teaching allows the student to practice the variety of theories they have studied throughout the program. All Teacher Certification Program coursework, Praxis I and II and Portfolio I and II have been successfully completed. Director approval is required. These courses are designed to be taken in conjunction with the student teaching term and will run concurrently.

Prerequisite: None

EDC 916. Curric & Methods in ECE II. (2 Credits)

This courseI emphasizes the development of social competence and play in the context of social studies and global awareness. Students discover ways to build responsive classroom communities and develop social studies units and yearly plans integrating all areas of the curriculum. Concurrent enrollment with Curriculum and Techniques in Early Childhood I.

Prerequisite: None