Education - CUW (ED)

ED 099. Foundations Personal Finance. (0 Credits)

ED 100. Orientation Seminar. (0 Credits)

This course is a seminar for education majors who have not yet obtained Upper Division Status. This course orients students to the education program and the process of achieving Upper Division Status. Major components include an introduction to clinical experiences and program requirements. Students should register for ED 100 their first semester in the education program and must pass this course. This course is pass/fail.

Prerequisite: None

ED 101. FOUNDATIONS OF ED. (2 Credits)

ED 102. Foundations of Education. (3 Credits)

Foundations of Education is a critical examination of the forces that have shaped formal and informal education, especially as they affect American urban education. The course will review historical, philosophical, theological, social, scientific, and technological contributions that have influenced the American educational system. From this foundation, students will be encouraged to explore contemporary issues in American education as they consider their future roles in the teaching profession. This course will be taught with computer technology integrated throughout the course. This three-credit course serves as the first required professional course for teaching education students at Concordia University Wisconsin.

Prerequisite: None

ED 103. Human Relations for Teachers. (3 Credits)

This course is an interaction laboratory course designed to help candidates improve their interpersonal relationship skills and acquire competence in facilitating human relations activities in the classroom. Candidates will examine their attitudes and values toward and improve their techniques in working with learners, parents, colleagues, and community and minority groups. This course serves as an introduction of human relations components to education majors.

Prerequisite: None

ED 105. Success in College and Online. (2 Credits)

this course introduces the basic concepts of the use of the computer when taking online university classes. Students will become aware of the main learning management applications available, as well as using Microsoft Word, presentations with PowerPoint/Prezi or Sliderocket and using the Internet to do research, send/receive email and explore other technology interests.

Prerequisite: None

ED 115. MATH FOR ELEM TCHRS 1. (3 Credits)

ED 116. MATH FOR ELEM TCHR 2. (2 Credits)

ED 150. Wis Nativ Amer Hist for Educat. (1 Credit)

This course will provide an introductory overview of Wisconsin American Indian tribes and bands. This course is designed primarily for educators and other citizens interested in the cultural and historical perspectives of Wisconsin tribes.

Prerequisite: None

ED 151. Conflict Resolution for Educat. (1 Credit)

Conflict Resolution for Educators is a course designed for online learning. The course addresses some common causes of conflict in a school environment and provides communication strategies useful for conflict resolution. The final unit examines a step-by-step plan for how to train students in the use of communication skills and peer mediation to assist other students engaged in conflict.

Prerequisite: None

ED 153. Explor in Physical & Life Sci. (0 Credits)

Explorations in Life and Physical Science provides education majors who have already taken either a life science or physical science laboratory course the opportunity to gain an inquiry-based experience in the other science area (life/physical). This is complemented by an understanding of the nature of science from a Christian worldview perspective, along with national and state science standard support. This course is pass/fail.

Prerequisite: None

ED 176. Health & Well/Young Child Prac. (4 Credits)

"explores current concepts and issues of health, safety, and nutrition related to the development of the young child. The course emphasizes the importance of health promotion, preventive health care, personal attitudes toward health N/A and wellness, and the teacher as a model of healthy living. Students examine and plan ways to provide experiences for young children that develop healthy. Students will also work during the semester in teaching and learning situations: observing, tutoring, clerical work, small group instruction, etc. 4 credits.

Prerequisite: None

ED 180. LangLit&Literature in Erly Yrs. (4 Credits)

this course is a study of the ways children develop oral language, reading and writing skills and how children’s literature enhances those skills. This includes the study and facilitation of children’s language acquisition and development, the foundations for developing reading and writing skills, organizing of curriculum and the classroom environment, using observation and assessment, addressing diverse learners and connecting families. The course will examine current research, curriculum practices, and instructional strategies. A Practicum Unit will build classroom experiences by allowing students the opportunity to observe, interact with, and teach short lessons to children in a classroom setting. 4 credits.

Prerequisite: None

ED 200. UDS Seminar. (0 Credits)

This course is a seminar for education majors who have obtained or are working toward obtaining Upper Division Status (UDS). UDS seminar orients students to required content knowledge exams, pre-student teaching, and completing degree requirements. Students should register for ED 200 during the semester in which they plan to complete Portfolio II and apply for UDS.

Prerequisite: None

ED 201. EDUCATIONAL PSYCH. (3 Credits)

ED 204. The Art and Science of Teaching Reading. (3 Credits)

Developmental Reading examines the research and methodology behind literacy instruction. Effective literacy instruction is a challenging task as it involves an acute understanding of the reading process, which includes decoding and comprehension. Elementary-level teachers assume a responsibility for understanding this complex process and delivering an effective instructional program to all students using varied instructional approaches, curricular materials, and assessment tools. The results of a successfully constructed program are readers who possess not only basic reading skills but also the ability to successfully read for multiple purposes, including other curricular areas as well as for recreation and pleasure. The practicum component of this course enables students to put some of these strategies and skills into teaching practice. This program, conducted at Wilson Elementary, within the Mequon-Thiensville school district, will afford Concordia University Wisconsin students direct contact with students of varying abilities.

Prerequisite: None

ED 205. Education Psych. (3 Credits)

Educational Psychology serves as on introduction to basic principles of learning, and it also enables students to interrelate learning theories with observations and activities within the classroom. The prerequisite is PSY 101; education majors are not required to take PSY 101 but it is highly recommended that they complete PSY 221 prior to enrolling in ED/PSY 205.

Prerequisite: None

ED 206. COOP LEARN. (2 Credits)

ED 207. HYPERCARD:AUTHOR SYST. (2 Credits)

ED 208. Xtracurric Act Fine Art. (3 Credits)

Extracurricular activities in the fine arts sustain and ensure the necessary continuum of creative outlets for students. This course will provide skills necessary for use in any educational level up to the end of high school. ED 208 will offer students experience and knowledge that will not only be useful in teaching, but also for work with scouting groups, the community, or volunteer projects. This course fulfills three credits in the speech/communications and language arts minors available in the elementary and secondary education majors.

Prerequisite: None

ED 209. Ed Psych-Adolescent. (3 Credits)

Educational Psychology presents theories of development, learning, and motivation in the context of the early adolescent and adolescent students. This course includes a field experience component.

Prerequisite: None

ED 211. General Clinical I Experience. (0 Credits)

This is an initial field work course which provides the general clinical experience of fifteen hours in a variety of educational settings and sites. In Teacher Education, clinicals refer to off-campus field experiences working with children in educational settings. At Concordia, Pre-UDS clinical hours must be completed before students can apply for Upper Division Status. Students should complete their clinical hours during their first and second years at Concordia. Students register for this course concurrently with ED 209 Educational Psychology or 275 Human Learning.

Prerequisite: None

ED 212. Cultural Clinical II Expr. (0 Credits)

This is a fieldwork course which provides a multicultural clinical experience of fifteen hours in a variety of urban educational settings and sites. In Teacher Education, clinicals refer to off-campus field experiences working with children in educational settings. In the Cultural Clinical Experience, all candidates participate in a number of field experiences which facilitate their exploration of teaching and learning settings that include students from diverse backgrounds. At Concordia, Pre-UDS clinical hours must be completed before students can apply for Upper Division Status. Students should complete their clinical hours at Concordia in correlation with ED103 Human Relations.

Prerequisite: None

ED 213. Special Educ Clinical III Expr. (0 Credits)

This is a fieldwork course which provides a Special Education experience of fifteen hours in a variety of educational settings and sites. In Teacher Education, clinicals refer to off-campus field experiences working with children in educational settings. At Concordia, Pre-UDS clinical hours must be completed before students can apply for Upper Division Status. Students should complete their Special Education hours during ED 230 Nature of the Exceptional Child.

Prerequisite: None

ED 214. PRE-PROFESS. LAB TIME. (0 Credits)

ED 215. CLINICAL EXPER-MULTICUL. (1 Credit)

ED 217. Portfolio II (Capstone). (0 Credits)

ED 218. Music, Movmnt, Arts in Earl Ed. (3 Credits)

this course is designed to prepare the early childhood teacher to use music and movement in an early childhood setting. Students will be taught strategies and be introduced to resources for teaching and integrating music and movement in the education of young children. This course will require students to: 1) think critically and creatively, 2) work cooperatively, 3) act responsibly, and 4) communicate clearly. Students will learn through teacher lecture, class discussion, student led activities, observations, and research. 3 credits.

Prerequisite: None

ED 219. Num Sense in EC Classroom Prac. (4 Credits)

play is a key way in which young children experience the world through interaction with materials, concepts and people. In this course, students will learn how math can be learned through play experiences, and that young children play an active role in shaping teaching and learning experiences in the classroom through play. Throughout this course, students will examine the critical role of play as it relates to learning about math, establish a developmentally appropriate environment for math, develop a curriculum map that promote child development and learning, and create developmentally appropriate math activities to help students explore and understand the world of math. Students will also work during the semester in teaching and learning situations: observing, tutoring, clerical work, small group instruction, etc. 4 credits.

Prerequisite: None

ED 221. Child Development. (3 Credits)

introduces the theories of child growth and development (e.g. Piaget, Erikson Vygotsky) in the physical, cognitive and socioemotional domains in young children birth to age 8. Students also develop respect and appreciation for differences among children based on ability, race, culture and socioeconomic status. 3 credits.

Prerequisite: None

ED 222. Safety Iss,First Aid & CPR. (3 Credits)

prepares students with knowledge to prevent, recognize and make appropriate decisions regarding fist aid care. Students will gain skills to respond to injuries and sudden illnesses which may arise. 3 credits.

Prerequisite: None

ED 229. Assess & Sp Needs in EC Pract. (4 Credits)

introduce and models of variety of assessments strategies and instruments appropriate for use with young children. Students learn to observe children from birth to age 8 and to conduct formal and Informal assessments. Students also acquire an awareness and understanding af children with spedal needs and the Impact of dIsabilities and giftedness on cognitive, social,emotional, and physical development. Students will also work during the semester in teaching and learning situations: observing, tutoring, clerical work, small group instruction, etc. 4 credits.

Prerequisite: None

ED 230. Nature of Exceptional Child. (3 Credits)

This course is designed to introduce the education student to a study of the major characteristics of all disabilities and of gifted students as defined by state and federal law in order to provide for their needs in the general education classroom. The course provides significant foundational theories and practices for understanding special education as a discipline, legal requirements for special education services including IEPs, and the rights and responsibilities of parents, teachers, other professionals, and schools related to children with exceptional needs. Students learn about characteristics of learners, assessments used to diagnose them, support services, and how to create instructional and behavioral strategies for exceptional learners in the general education classroom. This course includes a field experience component. Students who are education majors must register for ED 213 concurrently with this course.

Prerequisite: None

ED 231. Best Practices in Engaging Children in Literacy. (3 Credits)

This course presents an overview of texts for children – early childhood through the early adolescent years – along with criteria for making appropriate literature selections. Attention is also given to authors and illustrators and to the awards presented by various committees. Practical strategies for stimulating children’s interest in books will also be discussed. Additionally, students will also explore social issues as related to literature and develop an understanding of critical literary theories.

Prerequisite: None

ED 237. Basic Eng Ling for Teach Lang. (3 Credits)

This course introduces students to the phenomenon of language and aspects of English linguistics, including phonetics, phonology, morphology, syntax, semantics, dialects, and social contexts. It provides students the opportunity to explore the sounds of English by using the International Phonetic Alphabet, introduces theories of language acquisition.

Prerequisite: None

ED 240. Found for Life:Sci Educators. (3 Credits)

actively integrates a multi-faceted approach to the study of biology and environmental science designed for educators. Special consideration is provided for participants with limited background knowledge or unfavorable past experiences in the sciences. 3 credits.

Prerequisite: None

ED 245. Service Experience Clinicals. (0 Credits)

will be discontinued effective Fall 2019. Service experiences are integrated into core and education courses. Additional service experiences will still be strongly recommended, but will not be tracked separately on the transcript.

Prerequisite: None

ED 247. Learn Exp with Inf & Toddlers. (3 Credits)

scrutinizes the elements of quality infant/toddlers care by designing learning experiences that contribute to the child's total development. The child and family In the context of culture; and issues of attachment, trust, mobility, language development, health and safety are also considered. 3 credits

Prerequisite: None

ED 249. Curr Dev and Play in EC. (3 Credits)

emphasizes the characteristics and importance of play and socialization in the lives and learning of young children. Students identify curricular strategies that Incorporate play and planning appropriate for young children. Programs and specific skills that generate social strategies for problem solving, considering consequences of actions and building friendships are examined. 3 credits.

Prerequisite: None

ED 252. Best Practices in Engaging Adolescents in Literacy. (3 Credits)

This course provides an introduction to a variety of strategies for presenting adolescent literature in the classroom. The course includes an overview of genres along with an introduction to important early texts as well as current adolescent/young adult texts considered for classroom use. Students will explore issues such as diversity, censorship, and privacy within relevant family and community situations. Attention is also given to authors in the field and also will identify criteria for selecting award-winning books.

Prerequisite: None

ED 261. EMERGENT LITERACY. (3 Credits)

ED 262. NUTRITION FOR YNG CHILD. (1 Credit)

ED 264. STAR:PRESCHL PRNT PGRM. (2 Credits)

ED 275. Human Learning. (3 Credits)

Human Learning explores theories of human development, learning, and motivation. The practical applications of these theories in educational psychology are presented. Students will actively engage in the learning process through a variety of assignments and activities including clinicals, presentations, reflections and other experiences relevant for their portfolio development. This course includes a field experience component.

Prerequisite: None

ED 286. LEADERSHIP & MOTIVATION. (2 Credits)

ED 288. STORY TELL & CREAT DRAM. (2 Credits)

ED 293. The Urban Education Landscape. (3 Credits)

This course offers the student an extensive study of urban issues positively and negatively affecting urban education. Philosophies and specific strategies will be explored using a variety of resources and instructional tools. Crosslisted as SOC 294.

Prerequisite: None

ED 294. Paradigms for Success/Urban Ed. (3 Credits)

explores successful urban leaders in the areas of education and social services. The course surveys the development of beginning urban schools to high-performing models of academic success and strong values. The student will develop knowledge and skills to implement successful plans of action. Crosslisted SOC 294. 3 credits.

Prerequisite: None

ED 300. Student Teaching Seminar. (0 Credits)

Student Teaching Seminar is a seminar for education majors who are preparing for the student teaching experience. Major components include Portfolio III, requirements and information for the student teaching experience, and edTPA. Students should register for ED 300 in the semester prior to their planned student teaching experience.

Prerequisite: None

ED 301. Data-Driven Analysis of Classroom Instruction. (3 Credits)

This course examines the research and methodology behind classroom management practices. It encourages the development of a personal philosophy to plan, implement, and assess the management, instruction, and student achievement occurring within a classroom. The course examines the use of formative assessment as a means for both developing and extending student understanding. Further, the course addresses a comprehensive framework for teaching that includes preparation, classroom environment, instruction, and professional responsibilities.

Prerequisite: None

ED 302. AUDIO-VISUALS IN TEACHG. (1 Credit)

ED 303. Language Arts Methods. (3 Credits)

This course explores materials and methods in the study of the communication skills: speaking, listening, writing, and reading, and their interrelationships.

Prerequisite: Upper Division Status.

ED 304. Curr/Meth-Math Elem. (3 Credits)

Curriculum and Methods in Mathematics explores content, materials and strategies for teaching and assessing elementary and middle school mathematics. Current research in mathematics education and curriculum development is emphasized. Pre-service teachers will teach mathematics in local schools and develop a philosophy for teaching mathematics.

Prerequisite: None

ED 305. Meth-Science & Envir. (3 Credits)

This course presents and overview of curriculum, materials, and methods of teaching science and environmental concerns.

Prerequisite: None

ED 306. Teaching the Faith. (3 Credits)

Teaching the Faith helps the student develop knowledge of resources and skills necessary to teach religion in the elementary or secondary classroom. This course is required for Lutheran education majors. Students will explore theological, relational, social, and educational issues related to teaching the faith. While focusing upon topics and issues related to a Lutheran school setting, much of what is explored will be useful as one considers present and future vocations in parish, family or other educational settings.

Prerequisite: None

ED 310. Meth/Tch Foreign Language. (3 Credits)

This course introduces students to the methods, curriculum, standards and current practices in the teaching of modern languages including English as a Second Language.

Prerequisite: Upper Division status.

ED 311. Curr & Meth of Theatre. (3 Credits)

works the student through the problems of teaching, planning, and presenting theater programs. Where to find and how to select scripts, involving parents, designing and sequential curriculum, theater games, and school programs are covered. Crosslisted THTR 311. 3 credits.

Prerequisite: None

ED 312. Math in the Middle School. (3 Credits)

This course investigates methods and content appropriate for teaching mathematics to middle school students. National trends and current philosophy of teaching mathematics at this level is discussed.

Prerequisite: None

ED 313. COOP LEARN/CLASSRM. (2 Credits)

ED 314. ELEM WRITERS WRKSHP. (2 Credits)

ED 315. Obsrv, Analysis, & Pract-ESL. (3 Credits)

This capstone course provides students with observation and analysis skills to apply to their own ESL teaching for this practicum experience, as well as with techniques for working with paraprofessionals in ESL/bilingual classrooms in schools.

Prerequisite: None

ED 316. ELL Literacy. (3 Credits)

This course provides students with opportunities to review, evaluate and adapt materials for use in teaching reading, writing and grammar to English Language Learners. Students will gain facility in matching and adapting texts and materials to the needs of different kinds of ELL learners. Undergraduate

Prerequisite: Upper Division Status.

ED 317. Accommod Diff in Lit Learners. (3 Credits)

Teachers learn to prepare students in five broad areas that are instrumental in working with learners who have varying levels of language and literacy delays: relevant criteria used for determining language and literacy delays in children; relationships between cognition, speech, and language; cultural and linguistic differences; instructional arrangements for diverse learning styles; and core components of effective literacy instruction.

Prerequisite: None

ED 318. The Art and Science of Planning. (3 Credits)

will prepare pre-service teachers to implement developmentally, culturally, and linguistically appropriate teaching approaches that enhance young children’s learning and development, with an emphasis on the nature and functions of play. Curriculum design, goal development, and assessment strategies will be examined. This course will include a clinical experience in which pre-service teachers will use a play assessment tool to document the types of play and determine next steps to support the development of a young child. Learners will also use a readiness checklist to observe fine and gross motor skills. 3 credits.

Prerequisite: None

ED 320. STUDENT TEACH I-ELEM. (3 Credits)

ED 321. STUDENT TEACH-KDG. (3 Credits)

ED 322. Accom Diff in Literacy Learner. (3 Credits)

ED 323. Methods of Teaching ESL. (3 Credits)

This course introduces the student to the methods, curriculum, and current practices in the teaching of English as a second language.

Prerequisite: None

ED 324. Hist, Pol, Method of Sec Lang. (3 Credits)

This course provides an introduction to the history and educational policies of bilingual education. This course provides a background in theories and best practices of bilingual education. Students will become familiar with the different types of bilingual education, while integrating effective teaching and learning methods in bilingual classrooms. Students will be provided with the opportunity to become familiar with first and second language acquisition theory and develop philosophical beliefs of bilingual education.

Prerequisite: None

ED 325. Education and Culture. (3 Credits)

ED 326. Obs, Anal, Pract Bilingual Cl. (3 Credits)

This capstone course provides students with observation and analysis skills to apply to their own bilingual teaching in their practicum experience, as well as with techniques for working in bilingual classrooms in schools. Portfolios will be created in this course to be used as a final assessment for the Bilingual license that highlights a student’s understanding of the WI teacher standards and the Wisconsin content guidelines for Bilingual/Bicultural education. Undergraduate

Prerequisite: Upper Division Status.

ED 327. Coll w Fam & Pro Div Soc. (3 Credits)

This course examines the relationships between families of children with disabilities and special education professionals and community service providers. To increase understanding of family perspectives, the impact of exceptionality on the family is studied in the framework of family systems theory, functions, and the life cycle. Strategies for understanding family and cultural perspectives and establishing collaborative partnerships with families resulting in a family centered approach to service delivery is emphasized. Topics include family and professional rights, responsibilities, and advocacy in the special education process. The course requires students to examine their values and beliefs about working with families, to challenge their assumptions, and to critically analyze their professional roles in working with families.

Prerequisite: None

ED 328. Teach Stu w Sig Disabilities. (3 Credits)

This course examines and provides instruction in the teaching of the following areas for students with disabilities, especially those with moderate to severe disabilities: self-management and self-determination skills; social skills and emotional development; self-concept, personal competence, communication skills, and academic skills. This course also provides a study of the philosophical and practical base of effective assessment and intervention for individuals with moderate and severe disabilities, including assistive technology evaluations and applications. In addition, this course will focus on issues relevant to post educational, vocational, independent living, and community transitions, and the development of Individual Transition Plans.

Prerequisite: None

ED 329. TEACH POETRY IN CLASSRM. (1 Credit)

ED 330. CHILDREN'S LITERATURE. (3 Credits)

ED 337. The Art and Science of Assessment. (3 Credits)

this course covers research-based assessment strategies for determining both learner progress and instructional effectiveness. Both formative and summative assessments strategies will be created. Teacher candidates will learn fundamentals of assessment data analysis that will help inform next steps for instruction. Emphasis on appropriate feedback and means by which learners can implement that feedback to their continued learning will be taught. In addition, strategies for integrating academic language into assessment strategies will be covered. Taken concurrently with ED339. Requires Upper Division Status – 3 credits.

Prerequisite: None

ED 338. Pre-Student Teaching Seminar. (1 Credit)

ED 339. The Art and Science of Instruction. (3 Credits)

this course covers research-based instructional strategies that engage and deepen the learner's understanding of focused content. This course also looks at general teaching practices that allow for successful implementation of lesson plans. In addition, this course covers classroom management strategies supported by research and theory. Taken concurrently with ED337. Requires Upper Division Status – 3 credits.

Prerequisite: None

ED 340. Upper Division Status Clinical. (0 Credits)

will be discontinued effective Fall 2019. Clinical experiences are integrated into upper division education courses, but will not be tracked separately on the transcript.

Prerequisite: None

ED 343. Portfolio Completion: Early Childhood. (1 Credit)

is a course taken concurrently with the student teaching semester. The course is designed to encourage reflection and discussion on the process of developing as an early childhood professional. During this reflective process, a professional portfolio will be completed and updated to include a resume, an updated philosophy statement, letters of recommendation, and documents from three student teaching placements. Students will also complete the performance-based assessment, edTPA, as required for Wisconsin state licensure. 1 credit.

Prerequisite: Upper Division Status.

ED 344. ORIENT 3-PROF DEV E CH. (0 Credits)

ED 345. ORIENT 4-PROF DEV E CH. (0 Credits)

ED 346. ORIENT 5-PROF DEV E CH. (0 Credits)

ED 347. ORIENT/PROF DEV E CH. (3 Credits)

ED 348. Developmentally Appropriate Practices for Early Childhood. (3 Credits)

ED 350. Teaching Middle School. (3 Credits)

Early adolescents (10-14 year olds) embody unique emotional, intellectual, physical, social and spiritual needs. The purpose of this course is to prepare effective and reflective teachers who understand and appreciate the special needs of their middle school students. This course exposes beginning/prospective teachers to the theoretical and practical issues of teaching in the middle school and offers opportunities for rehearsal and refinement of instructional strategies and classroom management/discipline styles. It seeks to bridge the chasm between the college classroom and the middle level classroom and to equip new teachers to enter the dynamic and ever-changing world of middle school education.

Prerequisite: None

ED 351. Practicum in ESL. (1 Credit)

ED 354. Teach Read & Emergent Lang Dev. (3 Credits)

This course introduces the student to literacy development theories and philosophies in the early childhood years. This will be done through exploration of materials and methods in the teaching of language arts. Listening, speaking, reading and writing will be the primary focus with children’s literacy integrated throughout. Current trends to traditional methods will be introduced with application for pre-kindergarten through third grade classrooms.

Prerequisite: None

ED 356. STEM: Math in Early Childhood. (3 Credits)

Mathematics in Early Childhood explores content, materials, and strategies for teaching and assessing young children in mathematics. Current research in early childhood mathematics education is emphasized. Pre-service teachers will teach mathematics in local schools and develop a philosophy for teaching mathematics.

Prerequisites: MATH 119 & 120; Upper Division Status.

ED 357. STEM: Science and Environment in Early Childhood. (3 Credits)

Science and Environment in Early Childhood, provides the pre-service 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 addresses how young children construct and represent scientific knowledge through problem solving, inquiry-based exploration, cooperative learning experiences, and integration with other curricular areas. Students develop concepts about essential components and skills of scientific investigation; and use this information in developing, assessing, and modifying developmentally appropriate instructional strategies for diverse learners.

Prerequisites: SCI 151, SCI 152, or equivalent and Upper Division Status.

ED 358. Teaching the Emergent Writer. (2 Credits)

Teaching the Emergent Writer examines the development of children as writers from ages​ birth to grade 2. This course includes a study of children’s language development, specifically the relationship between language and writing, stages of writing development, supporting the child as a writer, and spelling development. The course will examine current research as well as instructional strategies.

Prerequisite: None

ED 359. Curriculum and Techniques in Early Childhood. (3 Credits)

Curriculum and Methods in Early Childhood is a study of developmentally appropriate practices for the whole child, with emphasis on the nature and functions of play. Students develop an understanding of constructivist theory and utilize strategies of curriculum design that are emergent, integrated, aligned with early learning standards, and meet the needs of diverse learners. To be taken prior to student teaching.

Prerequisite: Upper Division Status.

ED 362. Fth Dev Yng Chd:Strat Chld Sp. (3 Credits)

This course is a study of how faith develops in the young child. Students create workshops, lessons, and activities to support the development of faith in children from birth to age 8. Team ministry, supporting parents and families, and modeling the Christian lifestyle are also areas of focus.

Prerequisite: None

ED 363. CURR TOPIC-BOOKS & PICT. (1 Credit)

ED 364. CUR TPCS:REGGIO EMILIA. (3 Credits)

ED 365. Cross-Cult Comm for Teach Eng. (3 Credits)

Students will examine the cultural diversity that exists locally, nationally and globally in order to develop a positive appreciation for the contributions of other cultures, and use in classroom instruction. Students will gain skills for working with students from diverse language backgrounds and learn how to foster relationships with parents and the community.

Prerequisite: None

ED 367. PRACTICUM IN ADMIN. (2 Credits)

ED 368. DEV THEMATIC UNITS. (2 Credits)

ED 369. CREATING INTEREST CNTRS. (2 Credits)

ED 370. Analysis of Instruction-Sec. (3 Credits)

This course emphasizes the writing of course objectives and lesson plans, instructional strategies, along with classroom management and discipline techniques.

Prerequisite: Upper Division Status

ED 372. Curr/Meth in Eng/SS- Secondary. (3 Credits)

This course emphasizes writing of course objectives and lesson plans, instructional strategies, along with classroom management and discipline techniques.

Prerequisite: Upper Division Status

ED 373. Curr/Meth Social Studies-Secon. (3 Credits)

combines principles and specific methods for teaching social studies in the secondary and middle school. National standards and the various philosophies of teaching social studies will be discussed. 3 credits.

Prerequisites: Upper Division Status and ED 370 or ED 370 concurrent.

ED 374. Curr & Meth/Math-Sec. (3 Credits)

This course combines principles and specific methods of teaching mathematics in the secondary school. National trends and current philosophy of teaching mathematics are discussed.

Prerequisites: Upper Division Status and ED370 or ED370 concurrent.

ED 376. Curr & Meth in Science-Seconda. (3 Credits)

This course combines current research on learning theory with principles and specific methods of teaching science in the middle and secondary schools, including the instruction in the use of audio-visuals.

Prerequisite: None

ED 377. Curr/Meth Bus Ed-Sec. (3 Credits)

combines principles and specific methods in teaching business in the middle and secondary schools, including instruction in the use of audio-visuals. 3 credits.

Prerequisites: Upper Division Status or consent of instructor and ED 370 or ED 370 concurrent.

ED 378. BUSINESS ED PRACTICUM. (1 Credit)

ED 379. Curr/Meth Music Ed. (2 Credits)

This course covers the philosophical foundations of music education, levels of objectives with emphasis at the program and instruction level, characteristics of adolescents relevant to learning music, classroom management, rehearsal techniques, unit/lesson planning, genre-specific pedagogy and school rehearsal visitations.

Prerequisite: None

ED 381. Curr Meth for Teach PE - Elem. (4 Credits)

This course provides the physical education major with an exposure to a variety of teaching methods, organization and management systems, age-appropriate activities, and best practice techniques in elementary physical education. It introduces teaching concepts related to the development of curriculum. Students are given the opportunity to “practice teach.” A variety of materials are produced by the student for use in future teaching situations. This course provides a foundation in teaching physical education at the elementary level.

Prerequisite: None

ED 382. Curr Meth for Teach PE - Sec. (3 Credits)

This course provides the physical education major with an exposure to a variety of teaching methods, organization and management systems, age-appropriate activities, and best practice techniques in secondary physical education. It introduces teaching concepts related to the development of curriculum. Students are given the opportunity to “practice teach.” A variety of materials are produced by the student for use in future teaching situations. This course provides a foundation in teaching physical education at the secondary level.

Prerequisite: None

ED 383. Commun Arts/Content Area. (3 Credits)

This course provides an in-depth study of the relationship of reading, writing, speaking, and listening to the curriculum of middle and secondary schools. Emphasis is on the practical application of reading theory to content, lesson planning, and instruction. Students in ED 383 must hold Upper Division Status. ED 383 should be taken concurrently with the methods course and ED 370 Analysis of Instruction.

Prerequisite: None

ED 384. READINGS-ART EDUC. (1-3 Credits)

ED 385. Collaborating with Families and Members of the Community. (1 Credit)

will focus on the broader function of the school within the community. The course highlights successful approaches for developing partnerships with community stakeholders, including the parents of students. Additionally, research and innovative partnership models will be explored. 1 credit.

Prerequisite: None

ED 386. LEADERSHIP & MOTIVATION. (3 Credits)

ED 387. BUS ED PRACTICUM. (3 Credits)

ED 388. Curr/Meth in Eng/SS- Secondary. (3 Credits)

This course combines principles, methods, and specific instructional strategies for teaching English courses and Social Studies courses at the secondary level and the middle school level. Educational standards and the various philosophies of teaching English and Social Studies courses will be discussed. Includes curriculum planning and the construction of unit and lesson plans using a variety of resources, technology, and instructional tools.

Prerequisite: None

ED 390. COMPUTERS IN CLASSROOM. (3 Credits)

ED 396. CONTEMP ISS-EARLY CHLD. (3 Credits)

ED 400. Creativity in Early Childhood. (3 Credits)

This course is a study of creativity and the importance of meaningful integration of the creative arts throughout the curriculum for young children; including music, visual arts, movement/fitness, and dramatic play. Students will explore methods to utilize the creative arts to support learning and creativity in young children and throughout early childhood education.

Prerequisite: None

ED 401. Instruction and Assessment of Reading. (3 Credits)

This course provides students with multiple reading and learning strategies to use across the elementary curriculum. Theoretical models of learning and instructional approaches to the teaching of reading are reviewed, including developmentally appropriate methods for teaching phonemic awareneness, phonics, vocabulary, fluency and comprehension.

Prerequisite: None

ED 403. Elem General Music Methods. (2 Credits)

Elementary General Music Methods covers historical methods in teaching music for grades PK-5, including but not limited to singing, percussion instruments, recorders, autoharps, rhythmic dancing and note reading.

Prerequisite: Upper Division Status.

ED 406. CLASSRM TESTS & MEASUR. (1 Credit)

ED 407. Curr/Meth Soc Studies Elem. (3 Credits)

This course examines the research and methodology behind successful social studies instruction at the elementary/middle level. The course introduces students to curriculum planning, methods, and materials in teaching social studies. Further, the course is designed to help students prepare to teach diverse populations of students. This course will develop the student's understanding of the thinking, reading, and writing required in the study of social studies and how to integrate literacy goals within your instruction. Teaching social studies at the elementary and middle school levels allows students to develop their inquiry, critical thinking, problem solving, and literacy skills. Locating and using resources is an integral component of social studies instruction. Included in this course are topics that address instructional philosophies, instructional strategies, assessment techniques, resource materials, and technology. Further, this course is designed to broaden one’s content knowledge in history, geography, economics, behavioral science, and political science as these key areas are essential for providing meaningful experiences for elementary/middle level students.

Prerequisite: None

ED 408. CURR/METH SOC STUD-SEC. (2 Credits)

ED 410. PROF DEV-EARLY CHLD. (0.5 Credits)

ED 411. Profession & Ethics Teaching. (3 Credits)

The Profession and Ethics of Teaching is the capstone course of the education program, ideally taken just prior to student teaching. This course emphasizes key tenets of the profession: school law; ethics and judgment of educators, including conflict mediation and resolution; legal responsibilities of teachers; finding and securing a meaningful job, including the Call process to a Lutheran school; and ongoing professional development.

Prerequisite: None

ED 412. Portfolio Completion-Elem. (1 Credit)

ED 412 is the culminating portfolio presentation that provides verification that the teacher candidate has completed all MCEA program and Wisconsin licensure requirements at that time. The Wisconsin Department of Public Instruction can change licensure requirements in the future, so students should consider applying for the license shortly after receiving endorsement. Recognizing that reflective, concerned, and competent teachers develop from a multitude of unique abilities and experiences, Concordia’s teacher education program encourages the cultivation of unique, well-rounded teacher candidates. Since traditional evaluation procedures that focus on tests and grades fail to reveal the whole picture of the teacher education student, Concordia has instituted the portfolio process, which seeks to provide a more personal reflection of the unique abilities and accomplishments of each teacher education student. The final portfolio presentation provides evidence of the teacher candidate’s proficiency in and application of the Wisconsin Teaching Standards with artifacts from student teaching. Students will enroll concurrently in ED 421 and/or ED 422.

Prerequisites: Upper Division Status and completion of all upper level education courses and assessments.

ED 413. TEAM MINISTRY CONCEPTS. (2 Credits)

ED 414. Portfolio Completion-Secondary. (1 Credit)

ED 414 is the culminating portfolio presentation that provides verification that the teacher candidate has completed all EA-A or EC-A program and Wisconsin licensure requirements at that time. Recognizing that reflective, concerned, and competent teachers develop from a multitude of unique abilities and experiences, Concordia’s teacher education program encourages the cultivation of unique, well-rounded teacher candidates. Since traditional evaluation procedures that focus on tests and grades fail to reveal the whole picture of the teacher education student, Concordia has instituted the portfolio process, which seeks to provide a more personal reflection of the unique abilities and accomplishments of each teacher education student. The final portfolio presentation provides evidence of the teacher candidate’s proficiency in and application of the Wisconsin Teaching Standards with artifacts from student teaching. EA-A students will enroll concurrently in ED 422 and ED 474. EC-A student will enroll concurrently in ED 433 and ED 434. The Wisconsin Department of Instruction can change license requirements in the future so students should consider applying for license shortly after receiving endorsement.

Prerequisite: None

ED 415. ENVIR SCI FOR TEACHERS. (3 Credits)

ED 416. Mrktg Early Child Programs. (1 Credit)

Marketing in Early Childhood Programs presents the challenges related toward successfully marketing Early Childhood programs. Topics include formal and informal marketing as well as local and corporate sponsorship. Students will explore, critique, and reflect upon marketing strategies at an early childhood center during their Administration Practicum. Candidates must enroll in ED 489, ED 417, and ED 418 concurrently with ED 416.

Prerequisites: ED 461 or EDG 502.

ED 417. Finan Manage ECE Programs. (1 Credit)

Financial Management for Early Childhood Programs presents the issues related to the unique workings of Early Childhood programs and competently managing their financial resources. Topics include bookkeeping, computer resources, and inter-staff communication. Students will explore, critique, and reflect upon financial management strategies at an early childhood center during their Administration Practicum. Candidates must enroll in ED 489, ED 416, and ED 418 concurrently with ED 417.

Prerequisites: ED 461 or EDG 502.

ED 418. Human Resource ECE Programs. (1 Credit)

Human Resources for the Early Childhood program explores the intricate relationships and concerns found in managing staff in an early childhood program. Issues include off-site management, full-time and part-time employment, and inter-staff communication. Students will explore, critique, and reflect upon human resources management at an early childhood center during their Administration Practicum. Candidates must enroll in ED 489, ED 416, and ED 417 concurrently with ED 417.

Prerequisites: ED 461 or EDG 502.

ED 419. Student Teach Intern. (12 Credits)

ED 420. Student Teaching Elem. (12 Credits)

ED 421. Student Teach-Elem/Gr 1-6. (6 Credits)

Student Teaching Elementary Grades 1-6 provides one of two culminating clinical experiences for students who will receive a teaching license for elementary and middle school. Students will enroll concurrently in ED 422.

Prerequisites: Upper Division Status and completion of all upper level education courses and assessments.

ED 422. Student Teach Middle Sch. (6 Credits)

Student Teaching-Middle School provides one of two culminating clinical experiences for students who will receive a teaching license for elementary or secondary education. Students will enroll concurrently in ED 421 or ED 474. Note – edTPA may be completed during this course.

Prerequisites: Upper Division Status and completion of UDS education courses and assessments.

ED 423. Student Teaching Extended. (3 Credits)

ED 424. Student Teaching Exper. (1-6 Credits)

is a flexible situation arranged for the student with previous teaching experience who desires additional professional development within the classroom setting. 1-3 credits.

Prerequisite: None

ED 425. Student Teaching EC. (6 Credits)

ED 427. Student Teach-EC/Kdg. (4 Credits)

ED 427 provides one of two culminating clinical experiences for students who will receive a teaching license for early childhood. The early childhood education student teacher will enroll concurrently in ED 428.

Prerequisites: Upper Division Status, as well as completion of ED 478, Pre-Student Teaching, and all 300 and 400-level education courses.

ED 428. Student Teach-EC/Primary. (4 Credits)

ED 428 provides one of two culminating clinical experiences for students who will receive a teaching license for early childhood. The early childhood education student teacher will enroll concurrently in ED 427.

Prerequisites: Upper Division Status, as well as completion of ED 478, Pre-Student Teaching, and all 300 and 400-level education courses.

ED 429. Urban Ed Field Practicum. (3 Credits)

Urban Education Field Practicum investigates the quality and performance of city classrooms. Students complete at least 20 hours in an urban classroom. Emphasis will be placed on teaching, feedback, and reflection.

Prerequisite: None

ED 430. Urban Education Practicum II. (3 Credits)

ED 431. CHILDREN'S LITERATURE. (3 Credits)

ED 432. Teaching Writing. (3 Credits)

Teaching Writing is designed to introduce and immerse students both in the theory and practice of writing instruction. Through an in-depth study of best practices for children ​(grades 4-12)​ students will: 1) explore how to design an effective writing program; 2) identify characteristics of different writing types as well as purposes for writing; 3) examine strategies for teaching and learning in writing; and 4) examine current research in writing instruction for upper elementary and adolescent writers. This course will offer suggestions on how to create authentic, real-word writing experiences for students coupled with extensive teacher modeling and mentor texts.

Prerequisite: None

ED 433. Student Teaching K-12/Elem. (6 Credits)

Student Teaching--K-12 Elementary provides one of two culminating clinical experiences for students who will receive a teaching license for K-12 education. Students will enroll concurrently in ED 434. Note – edTPA may be completed during this course.

Prerequisites: Upper Division Status and completion of UDS education courses and assessments.

ED 434. Student Teaching K-12/Secondar. (6 Credits)

Student Teaching--K-12 Secondary provides one of two culminating clinical experiences for students who will receive a teaching license for K-12 education. Students will enroll concurrently in ED 433. Note – edTPA may be completed during this course.

Prerequisites: Upper Division Status and completion of UDS education courses and assessments.

ED 438. Transition/coll Adolesc/disabi. (3 Credits)

Transition and Collaboration for Adolescents with Disabilities is designed to provide an overview of the transition and community-based needs faced by adolescents with disabilities as they move from school-based instruction to community-based vocational or post-secondary settings. Emphasis is on legal issues and legislation, service delivery models, transition, and collaboration with community-based organizations and personnel.

Prerequisite: Upper Division Status.

ED 439. Curr Meth & Pract - EBD/ID/SLD. (4 Credits)

This course is a field-based experience where CCSE majors will work directly with children and youth with disabilities ages 6 to 21. This course involves curriculum development and implementation for children and youth with EBD/ID/SLD in field-based experiences. Course and field work will focus on evidence-based practices, designing and adapting learning environments, writing and implementing unit and lesson plans, and writing and implementing IEPs and FBAs/BIPs. Pre-student hours are a part of this course. This field-based experience will occur within one or two terms prior to student teaching.

Prerequisite: None

ED 440. Curr/Meth Computer Science. (2,3 Credits)

(1-8) studies the strategies involved in teaching computer science. Focuses on choosing software that integrates into other areas of the curriculum, and details how to use that software effectively. 3 credits.

Prerequisite: None

ED 442. Student Teaching ECSE. (4 Credits)

Student Teaching--Early Childhood‐Special Education provides the culminating special education clinical experience for students who will receive a teaching license in ECSE. The student teacher will enroll concurrently in a second student teaching course in fulfill the needs of their dual license.

Prerequisite: None

ED 444. Student Teaching CCSE - MCEA. (6 Credits)

Student Teaching–Cross Categorical Special Education (CCSE)–Middle Childhood to Early Adolescence provides the culminating special education clinical experience for students who will receive a teaching license in CCSE. The setting will provide students with the experience in their area of concentration (CD, EBD, or LD). The student teacher will enroll concurrently in a second student teaching course in fulfill the needs of their dual license.

Prerequisite: None

ED 446. COOPERATIVE LEARN-ED ST. (3 Credits)

ED 447. Student Teaching CCSE - EAA. (6 Credits)

Student Teaching –Cross‐Categorical Special Education (CCSE)‐Early Adolescence to Adolescence provides the culminating special education clinical experience for students who will receive a teaching license in CCSE. The setting will provide students with the experience in their area of concentration (CD, EBD, or LD). The student teacher will enroll concurrently in a second student teaching course in fulfill the needs of their dual license.

Prerequisite: None

ED 448. THE TEACHER AS WRITER. (3 Credits)

ED 449. Portfolio Completion - Spec Ed. (1 Credit)

ED 449 is the culminating portfolio presentation that provides verification that the teacher candidate has completed all special education program and Wisconsin licensure requirements at this time. Recognizing that reflective, concerned, and competent teachers develop from a multitude of unique abilities and experiences, Concordia’s teacher education program encourages the cultivation of unique, well-rounded teacher candidates. Since traditional evaluation procedures that focus on tests and grades fail to reveal the whole picture of the teacher education student, Concordia has instituted the portfolio process, which seeks to provide a more personal reflection of the unique abilities and accomplishments of each teacher education student. The final portfolio presentation provides evidence of the teacher candidate’s proficiency in and application of the Wisconsin Teaching Standards with artifacts from student teaching. Students will enroll concurrently in ED 444 and/or ED 447.

Prerequisite: None

ED 452. Strat Teach Exceptional Youth. (3 Credits)

This course will help students understand the characteristics of adolescents with exceptionalities. Students will identify appropriate attitudes and strategies that will help them build positive relationships with exceptional students and create appropriate learning environments. Students will examine legal issues, inclusion, collaboration, and behavioral and academic needs as they pertain to exceptional youth. Students will learn how to modify, accommodate, and adapt instruction for exceptional youth, with an emphasis on adolescents who have disabilities, are gifted and talented, and are identified as at-risk.

Prerequisite: Upper division status.

ED 453. Eval Tech/Erly Child Spec Educ. (3 Credits)

This course includes the study of standardized and informal assessment tools used in the identification of students with developmental disabilities, health disabilities, emotional/behavioral disorders and learning disabilities. Students will observe and then conduct screening and diagnostic assessments of young children while researching appropriate observational assessment techniques to identify certain behaviors or characteristics indicating developmental delays or at-risk status in the youngest of children. From results of the evaluations, students will learn to develop, implement, and monitor Individual Education Plans (IEP) and Individualized Family Service Plans (IFSP). Students will also understand the importance of families in assessing and implementing services for young children.

Prerequisite: None

ED 454. Curriculum, Methods, and Practicum for CCSE/ECSE. (4 Credits)

ED 454 is a field-based experience where ECSE majors will work directly with children with disabilities from birth to age 8. It is designed to provide students with the curricular methods, techniques, and adaptations necessary for programming for children with disabilities. Students will implement developmentally appropriate curriculum and apply evidence-based practices in an ECSE setting. Course and field work will focus on designing and adapting learning environments, writing and implementing unit and lesson plans, and writing and implementing IEPs, IFSPs, and FBAs/BIPs. Pre-student teaching hours are a part of this course. This field-based experience will occur one or two terms prior to student teaching.

Prerequisite: None

ED 455. Legal Issues in SPED. (3 Credits)

This course presents students with an overview of the legal requirements of providing an education for children and youth with disabilities. Students will examine the Individuals with Disabilities Education Act (IDEA) and how it ensures students with disabilities receive appropriate educational and related services, including parental rights and responsibilities. Other laws affecting the education and treatment of students with disabilities will also be examined.

Prerequisite: Upper Division Status.

ED 457. Curr Adpt Learners with Excep. (3 Credits)

This course offers a framework for adapting the general education curriculum and instructional materials to meet the diverse needs of students, including those with disabilities and mental health challenges. Curriculum adaptations, modifications, and accommodations are defined and scrutinized. Planned supports such as instructional strategies, differentiated instruction, Universal Design for Learning, and assistive technology are explored as ways to accommodate students with diverse needs in the general education environment and curriculum. The course includes an emphasis on unit and lesson planning.

Prerequisite: None

ED 459. Meas/Eval-Health and PE. (3 Credits)

ED 459 focuses on assessment techniques in health and physical education. This course discusses and provides methods for creating appropriate assessments, models for performance-based assessments, authentic assessments, and instruction for administering skill and fitness tests. Test construction will be examined. Students will develop a battery of assessment tools, intended for use at the elementary, middle, and high school levels.

Prerequisite: None

ED 461. Admin of Early Childhood. (1 Credit)

Administration of Early Childhood Programs is a study of planning and administering early childhood programs with emphasis on planning, implementing and evaluating programs. State regulations, establishing policies, leading and managing personnel, developing budgets and contemporary early childhood issues will also be examined. Strategies to facilitate learning in this course will include, but are not limited to, lectures, assigned readings, class discussions, group exercises, and application experiences.

Prerequisite: Upper Division Status.

ED 462. ADMIN PRAC-CHILD CARE. (1 Credit)

ED 464. Family/School Interaction. (3 Credits)

studies the relationship between young children, parents, and schools. Course focuses on family structures and social factors that influence the family. Emphasis will be placed upon how schools and families can support each other and how community resources can be used. To be taken after or concurrent with student teaching. 2 credits.

Prerequisites: Upper Division Status and ED 359.

ED 465. Social Curriculum & Class Mgmt. (3 Credits)

This course introduces theoretical perspectives as students examine practices beyond those based only on traditional behavioral/learning theory. Students consider and study multiple factors (content, context, and pedagogical issues including planning, assessment, instructional strategies, motivation, management, time and materials) influencing teaching/learning and curriculum development in Early Childhood Education. Emphasis is placed on applying social cognitive theory to promote deeper understanding and student-centered learning. This course provides the necessary background for developing and teaching integrated Social Studies thematic projects. Students also develop a personal theory of building classroom community as a synthesis activity to reflect on personal beliefs and understandings about teaching and learning.

Prerequisite: None

ED 466. Health, Safety, and Fitness for the Young Child. (2 Credits)

This course presents the integration of health, wellness, safety, nutrition, and fitness for children within early childhood settings. Students will explore curriculum, resources, and instructional strategies to teach young children about health, safety, and fitness. Additionally, students will learn to prepare and maintain safe and healthy early childhood environments. Students will complete a service project that promotes wellness for young children.

Prerequisite: Upper Division Status.

ED 468. Sign Language for the Special Educator. (3 Credits)

This course will provide communication and learning methods for exceptional children with an emphasis on multi-sensory learning. Exceptional children may require innovative techniques to help them communicate with others and learn developmental skills. Educators who work with exceptional children are often challenged to communicate with them. American Sign Language will be introduced as a means to develop communication and understanding between children and their families as well as between children and educators.

Prerequisite: None

ED 469. Strategy Integration for Autism Spectrum Disorders. (3 Credits)

Student Teaching--Secondary provides one of two culminating clinical experiences for students who will receive a teaching license for secondary education. Students will enroll concurrently in ED 422. Note – edTPA may be completed during this course.

Prerequisites: Upper Division Status and completion of UDS education courses and assessments.

ED 471. STUDENT TEACH-SECOND. (8 Credits)

ED 472. STUDENT TEACH-SECOND. (6 Credits)

ED 473. STUDENT TEACH-MIDDLE. (4 Credits)

ED 474. Student Teaching Secondary. (6 Credits)

provides one of two culminating clinical experiences for students who will receive a teaching license for secondary education. Students will enroll concurrently. ED 422. 6 credits.

Prerequisites: Upper Division Status and completion of all 300 level education courses.

ED 475. Adaptive Phys Educ. (3 Credits)

includes the study of those conditions and unique needs of the special needs child in the physical education environment. This course provides the student with knowledge of specific disabilities and impairments as they relate to a physical education and recreational setting. Concepts of inclusion and least restricted environments are presented. Teaching techniques, progressions and program modifications are reviewed for various environmental situations. This course works in conjunction with ED 486. 3 credits.

Prerequisites: ED 230.

ED 476. Curr/Methods-Health Education. (3 Credits)

introduces the student to general principles and methods of teaching health education. Emphasis will be placed upon pedagogy, application of appropriate materials, teaching aids, and evaluating effective health resources. 3 credits.

Prerequisite: Upper Division Status.

ED 477. Practicum in Adaptive Ed. (1 Credit)

The Practicum in Adaptive Education provides the opportunity to relate theory to practice in the field of special education. This clinical field experience fulfills the licensing requirement for the Adaptive Education Minor.

Prerequisite: None

ED 478. Preschool Practicum. (3 Credits)

Preschool Practicum provides the early childhood education candidate with an opportunity to relate theory to practice in a preschool setting. Students will consider and reflect upon a variety of topics related to professionalism, developmentally appropriate practice, communication, instructional planning and strategies, differentiation for diverse learners, and assessment strategies as they complete pre-student teaching requirements. The practicum placement will be made in a childcare center or school-based preschool setting. Must be taken the semester prior to student teaching.

Prerequisite: Upper Division Status.

ED 479. Assessment Strategies for Diverse Learners. (3 Credits)

Assessment and Instruction for Children with Special Needs provides a foundation in effective and efficient assessment and instructional practices, as well as the legal and ethical issues regarding the assessment of students with exceptional needs. The course will expose students to a variety of assessment methods and the administration of assessment tools appropriate for individuals with various exceptionalities and for determining eligibility for special education. This course will explore a range of assessment techniques, based on an ecological model of assessment which recognizes the impact of the assessment context on student performance. Emphasis is placed on those instruments and assessment methods which provide direction for instruction as well as diagnosis, including, but not restricted to: norm-reference assessment, curriculum-based assessment, observation, criterion-referenced assessment, authentic assessment, and alternative assessment techniques.

Prerequisite: None

ED 480. ED: GLOBAL PERSPECT. (3 Credits)

ED 482. TEACHER AS WRITER. (3 Credits)

ED 483. TECHNOLOGY & MATH TEACH. (3 Credits)

ED 484. Ed/Beh Manag in Spec Ed. (3 Credits)

Topics addressed in this course include individual and group behavior management, behavioral change strategies, and classroom management for students with special needs. 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 develop Behavior Intervention Plans (BIPs).

Prerequisite: None

ED 485. STRAT LEARN W/SPEC NEED. (4 Credits)

ED 486. Practicum in Adaptive PE. (0 Credits)

introduces the student to a clinical experience with an adaptive cohort. Must be taken simultaneously with ED 475. 0 credits.

Prerequisite: None

ED 487. Implement Strateg in Spec Educ. (2 Credits)

This course provides an overview of implementation strategies for individuals with disabilities from early intervention to adult transition programs. Problem based learning is utilized to instruct students in writing IEPs/IFSPs and to serve on school-based teams that advocate for students with disabilities and their families. Additional topics include special education eligibility, service delivery models, introduction to cross-categorical concentration areas and Birth to Three services.

Prerequisite: Upper Division Status.

ED 489. Pract in Early Childhood Educa. (1 Credit)

Practicum in Early Childhood Administration provides the opportunity to relate theory to practice in an administrative childcare setting. Placement will be made with a director in a licensed and NAEYC certified childcare. Candidates must enroll in ED 416, ED 417, and ED 418 concurrently with ED 489.

Prerequisites: ED 461 or EDG 502.

ED 496. GROUP DYNAM & LEADRSHP. (3 Credits)

ED 497. COOP LEARN IN CLASSRM. (3 Credits)

ED 498. RESTRUCT AM SCHOOLS. (3 Credits)

ED 1104. Human Relations- Study Abroad. (3 Credits)

ED 2466. Health, Safety, and Fitness for the Young Child. (3 Credits)

ED 2820. How Adults Learn. (1 Credit)

ED 3248. Philosophy, Organization, and Practices of Coaching Athletics. (2 Credits)

This course is intended for education students pursuing the Athletic Coaching for Educators minor. Athlete-focused philosophies of coaching, management and planning of sports organizations, and theories and strategies of coaching are covered within this course. Prerequisites – Upper Division Status within the School of Education.

Prerequisite: None

ED 3356. STEM: Math in Early Childhood. (2 Credits)

ED 3357. STEM: Science and Environment in Early Childhood. (2 Credits)

ED 3359. Curriculum and Techniques in Early Childhood. (4 Credits)

ED 3378. Curriculum and Methods of Teaching Choral Education. (2 Credits)

ED 3400. Creativity in Early Childhood. (2 Credits)

ED 3401. Instruction & Assessment of Reading. (3 Credits)

Instruction and Assessment of Reading provides students with multiple reading and learning strategies to use across the curriculum. Theoretical models of reading and instructional approaches to the teaching of reading are reviewed, including developmentally appropriate instructional methods for teaching phonics and spelling, and assessments for instruction and accountability. Students will learn evidence-based instructional methods for: concepts of print, phonological awareness, phonics, word recognition, fluency, vocabulary and comprehension.

Prerequisite: None

ED 3403. Elementary General Music Methods. (2 Credits)

Elementary General Music Methods covers historical methods in teaching music for grades PK-5, including but not limited to singing, percussion instruments, recorders, autoharps, rhythmic dancing and note reading.

Prerequisite: None

ED 3461. Administration of Early Childhood Programs. (3 Credits)