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EDU 511 - Educating the Exceptional Individual
3 credits
Study of individuals who have exceptional educational needs as defined by the state, the unique characteristics of the various disability areas, alternatives in providing the least restrictive educational environment, methods for teaching such children in the regular classroom, and the use of special referral system and processes.
Prerequisite(s): PSY 120
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EDU 521 - Strategies for Instruction and Classroom Management
3 credits
This course provides an examination of objectives, materials, and methods of planning for teaching on the early childhood through secondary levels. The primary emphasis is on lesson planning using the Modified Differentiated Lesson Plan and Common Core State Standards. The course includes secondary foci on effective classroom management and assessment strategies.
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EDU 523 - Nature and Needs of the Early Adolescence
3 credits
A study of middle school structure, curriculum, and methods. Physical, intellectual, and socio/emotional development issues are intergrated as essential components of middle school instruction.
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EDU 531 - Content Area Literacy
3 credits
Instruction in the teaching of reading and writing within the content areas on the elementary/middle/secondary level. Consideration of the nature of the learner, the readability and scope of content area materials, diagnosis, remediaation and enrichmetn activities as well as emphasis on the interactive processes of reading, writing and learning. Pre-student teaching clinical is required for those seeking early adolescent (EA/A) or wide-range certificaton (EC-A) as a part of this course.
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EDU 551 - Human Relations for Educators
3 credits
A study of human and intergroup relations, values, life styles, and contributions of racial, cultural, and economic groups in American society, the forces of racism, prejudice, and discrimination.
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EDU 580 - ECH Curriculum, Assessment, Methods, and Clinical
3 credits
This course is intended to support and extend the early childhood knowledge base to experienced teachers and/or graduate students. Sensitivity to the multifaceted background of the participants drives the group and individualized components to assist toward early childhood licensure. Emphasis is placed on developmentally appropriate practices in regard to differentiation, assessment, family/community partnership, and scaffolding of principles of literacy acquisition. The examination of model programs, better curricular practices, and current issues, round out a well-grounded framework of this specialized area of teaching. (Clinical Required)
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EDU 583 - Elementary Curriculum 1 and Clinical -Reading and Social Studies
3 credits
A practical study of literary skills, objectives, methods, curriculum, and assessment as applied to the reading/language arts and social studies content areas; emphasis is on the theoretical best practices models that impact literacy instructional practices, including phonics, basic skill development, balanced literacy and cross-curricular applications. Research into assessment strategies that impact high performance expectations and achievements in literacy provides the anchor for the course. Clinical in an elementary/middle school literacy and social studies setting is required.
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EDU 584 - Elementary Curriculum 2 and Clinical - Science/Math
3 credits
A practical examination of the objectives, methods, skills, curriculum for teaching mathematics and science in the elementary/middle school setting. Students examine the nature of inquiry through cases of exemplary teaching practices, and research how children learn STEM content. This course introduces the concept of teacher research as it relates to action research and emphasizes the role of teachers as researchers of their own practices, experiences and contexts. Clinical in an elementary/middle school STEM setting is required.
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EDU 585 - Secondary Curriculum and Methods Clinical
3 credits
A practical examination of the objectives, methods, skills, curriculum for teaching in the major areas. Includes study of activity learning, materials, development and implementation of curriculum, evaluative methods and instructional strategies employed in the teaching of the middle/secondary major. (Field work included.)
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EDU 590 - Instructional Supervision for Cooperating Teachers and On-site Supervisors
1 credits
The seminar provides an introduction to the basic principles of supervision of teacher candidates and administrative candidates as they apply to the on-site supervisor. The information and strategies are applied to placements at respective grade levels and district experiences
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EDU 597 - Practicum: Professional Development Experience
3 credits
This combined theoretical-practice course is intended for those pursuing post-baccalaureate teacher certification as an initial license or as an add-on license. Participants overview professional literature, set professional teaching goals, design objectives that operationalize the goals. In-depth research on “Best Practices” provides the knowledge base for the teacher to implement strategies in the classroom. Application of assessment efforts determine whether growth in student learning has occurred as a result of these strategies.
Prerequisite(s): Admission to the post-bac certification program and permission of the Director of Certification.
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EDU 601 - Education as a Change Agent
3 credits
The course examines the role of education in the identification, planning, implementation, and assessment of change initiatives for improved student achievement, effective schools, and their impact on society. The impact of change on the individual, program, and academic organization is also studied. Participants explore research-based standards and practices for successful teaching and learning in diverse settings.
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EDU 610 - Advanced Educational Psychology
3 credits
This course focuses on current and historical theories of learning, cognition, and motivation from a research perspective. Specific implications and applications of both learning and instruction related to these theories are discussed. Examples are drawn from educational case studies and problems at the classroom and instructional design level.
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EDU 616 - Introduction to Adult Learning
3 credits
This course emphasizes the principles of adult learning, including the role of leadership as well as the role of the instructor in the adult learning process, and provides an understanding of adult human development; research into the application of adult learning techniques and procedures used in a variety of settings, organizations, and levels of experience is demonstrated through a culminating project/presentation.
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EDU 617 - Program Design and Development for Adult Learners
3 credits
Designed as a culminating course for students pursuing the WLC Adult Learning Certificate, EDU 617 provides strategies and planning tools to design training initiatives for school or corporate development of its workers. Students will consider the goals, objectives, and educational needs of adult learners, as well as financial and transfer of learning plans for an organizational training program.
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EDU 621 - Curriculm Design and Technology Integration
3 credits
Using a learning outcomes design model for curriculum and instruction, this course emphasizes the importance of identification of clear targets and goals for increased achievement. Curriculum integration and mapping techniques are examined and implemented as participants model the power of collaborative planning and individual reflection. A variety of timing and scheduling models and tools for integrating technology are explored.
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EDU 622 - Best Pract in High Performance Instruction Methods
3 credits
An examination of frameworks and instructional strategies commonly identified by education researchers as well as those that have been correlated with demonstrated achievement gains in excess of adequate yearly progress. Successful completion of the course includes development of an instructional plan specifically designed to produce a measurable increase in students’ learning.
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EDU 623 - Coaching Mentorshp and Instructional Leadership
3 credits
Coaching and mentoring are critical components of a systematic framework for learning-focused instructional leadership. Participants will utilize reading, discussion, writing, and practice to develop their ability use coaching and mentoring to provide educators with feedback to strengthen teaching and learning, understand how to use coaching and mentoring to support systemic improvement, and create a plan for developing, using, and evaluating coaching and mentoring within a specific educational setting.
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EDU 624 - Assessment and Evaluation for Academic Success
3 credits
Through examination of historical and contemporary perspectives and trends of assessment, this course establishes the value and purpose of assessment for the improvement and maximization of student learning and advancement of effective instruction in order to provide for and achieve high expectations for all learners. Assessment methods and uses, including self-assessment for learner and teacher, are explored and developed so that appropriate analysis, grading, record-keeping, reporting, and evaluation inform critical decision-making within the classroom and across the educational setting.
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EDU 625 - Professional Development and the Learning Community
3 credits
Staff development is discussed from the perspective of the school as a learning community. Adult learning theory is explored and applied. Action research is presented as a framework for reflective professional practice toward organizational development. Participants develop an accountability framework to foster individual professional goal setting and attainment.
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EDU 631 - Strategies, Curriculum, and Assessment for Special Education
3 credits
The instructional content, research-based strategies, diagnosis, and evaluation of effective practice for responsive programming for special needs learners; addresses formalized individualized plans; focuses on systematic approaches and methods for selection, development, and maintenance of materials, environments and resources for optimum learning; individual research leading to culminating application project.
Prerequisite(s): Admission to the Teacher Education Program, EDU 511 , or permission from the dean.
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EDU 632 - Practicum in Special Education (Cross Categorical)
1 credits
Students spend a minimum of 45 hours in which students observe special education teachers, assist with small group instruction, and teach micro lessons in the major, cross categorical special education, focusing on their concentration in learning disabilities. Taken concurrently with EDU 631 .
Prerequisite(s): Admission to the Teacher Education Program, EDU 511 , or permission from the dean.
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EDU 633 - Intervention Strategies for LD, EBD, CD
3 credits
A practical study in the observation and identification of reading and math learning difficulties; emphasis on designing and developing reinforcement and remediation strategies in reading and math, reading and interpreting formal assessments, and developing age-appropriate reading strategies, including tutorial assistance.
Prerequisite(s): Admission to the Teacher Education Program, EDU 511 , or permission from the dean.
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EDU 634 - Practicum in Gen Education with Special Needs
1 credits
Students spend a minimum of 45 hours in an inclusive and/or special education setting, assisting with instruction, assessment and discipline in the area of primary licensure. Taken concurrently with EDU 633 .
Prerequisite(s): Admission to the Teacher Education Program, EDU 511 , or permission from the dean.
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EDU 635 - Special Education: Law and Ethics
3 credits
The research and in-depth analysis of special education legislation, implementation trends on the state and local levels, and legal implications for faculty and staff; Students research and analyze the development, and assessment of Individualized Education Plans (IEP); A IEP will be developed using a student information system (SIS); Focus on effective meeting protocols, communication, and conflict resolution. A personal philosophy of special education is developed.
Prerequisite(s): Admission to the Teacher Education Program, EDU 511 , or permission from the dean.
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EDU 636 - Stategies for Teaching Behaviorally Challenged Learners
3 credits
A multi-faceted study of strategies that assist with developing a responsibility-oriented classroom; practice at clarifying and communicating expectations; establishing reasonable rules, logical consequences and problem solving; exploration of tools that guide a positive learning environment; focuses on those learners with additional challenges in behavior as a result of emotionally/behaviorally disabled or at risk characteristics. Establishing skills developing a Functional Behavioral Assessment (FBA) and Behavioral Intervention Plans (BIP) are practiced.
Prerequisite(s): Admission to the Teacher Education Program, EDU 511 , or permission from the dean.
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EDU 651 - Instructional Technology
3 credits
Develop, implement, and evaluate technology innovations in schools. Special emphasis is placed on the content area technologies. Students examine new and emerging educational software. Students are responsible for evaluating and using both old and new technologies from an educational and technological perspective.
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EDU 652 - Foundations of Blended Learning
3 credits
In 21st century organizations, digital literacy and problem solving are crucial as the next generation of students seek to possess these key employment skills. Learners examine how educational theory and best practices can be applied to the instructional design process for online and blended learning environments. Learners further examine the historical overview of the field of educational technology and participate on collaborative projects that challenge them with regard to the many aspects of educational technology and the underlying instructional design theories.
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EDU 653 - Emerging Instructional Technologies
3 credits
Educational technology changes at remarkable pace. This course exposes learners to many of the emerging websites, applications, and programs that exist for classroom use and emphasizes commonalities that exist among various tools. As learners push themselves to learn and demonstrate how to use this ever-changing arsenal of tools, they develop the skills, knowledge, and attitudes needed by professionals in the field of educational technology. Learners recognize the importance of looking past the tool itself and instead focus on how that tool is being used in the learning process.
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EDU 654 - Adaptive and Assistive Technologies
3 credits
This class concentrates on two major topics: One, working with dynamic sharing and cloud computing and its implications and impact on education, instructionally, administratively, and financially; and two, technologies used for assistive and remedial education. This is a project based, implementation-style course.
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EDU 655 - Designing/Assessing Learning Environments
3 credits
“Best practices in action” describes this project-based course. Students use their prior knowledge as well as advanced LMS techniques to construct and build a practical, e-learning environment. From start to finish, student are exposed to and expected to implement the use of advanced video, audio, social-media and assessment tools. (Optional: May be used as part of capstone with consent of the Dean.)
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EDU 658 - Transform Education with Google Apps
3 credits
Transforming Education with Google Apps gives students, teachers, and administrators a practical experience in implementing and leveraging the power of Google Accounts and Google Chromebooks in an educational setting. The course covers curricular best practices and 21st century literacy and skills. Content focuses on hands-on application of cross-curricular literacy through the use of the Chromebook and Google Documents, and Apps available to the system. Emphasis is given to cloud computing and collaborative technologies for a digital age school and the decision-making strategies needed for implementation on an organizational-wide basis.
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EDU 659 - Topics: Google Applications in EDU
3 credits
This week long, highly intensive summit gives students, teachers, and administrators a practical experience in implementing and leveraging the power of Google Accounts and Google Chromebooks in an education setting. The course covers curricular best practices and 21st century literacy and skills. Content focuses on hands-on application of cross-curricular literacy through the use of the Chromebook and Google Documents and Apps available to the system. Emphasis is given to cloud computing and collaborative technologies for a digital age school.
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EDU 681 - Leadership, Change and Collaboration
3 credits
Leadership, Change and Collaboration seeks to have participants understand the vital role of leadership in educational and non-educational institutions, recognize the components of effective leadership, enumerate the benefits, characteristics and barriers of collaborative leadership, and gain the working knowledge necessary to lead the process of meaningful change.
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EDU 682 - Law and Ethics in Education Reform
3 credits
This course explores key education reform movements from a legal perspective. Court decisions and administrative policy that shape the modern education landscape are reviewed to identify the opportunities they provide as well as the limitations they impose. Education reform is presented from a perspective of safeguarding the needs and interests of students to advance society.
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EDU 683 - Transformative Leadership
3 credits
This course seeks to have participants understand the unique culture of a school and the specific roles leaders play in such an organization for the purpose of making the school not only a place where children learn, but also an organization dedicated to the continuous improvement in the fulfillment of its mission.
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EDU 684 - Entrepreneurship in Education
3 credits
This course brings the principles of social entrepreneurship to bear on the field of education in light of best practices associated with leadership. The rapid pace of change in education in terms of technology, the growth of charter schools and school choice, new demands for post-secondary education, and shifting priorities are presented as opportunities for entrepreneurial leaders to catalyze promising ideas that can transform education and benefit society. This course helps the effective school leader of tomorrow to recognize, understand, embrace, and even create entrepreneurial ventures for the advancement of learning.
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EDU 689 - Application of Business Princ in the Education Setting
3 credits
Business principles will be applied to the management of people, money, and facilities in the world of education. The economics of education in modern society are explored from the perspectives of marketability, sustainability, and accountability.
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EDU 690 - Practicum
3-6 credits
A seminar held weekly during the teacher candidate experience with members of the education faculty and candidate peers to discuss, compare and analyze challenges, experiences, and difficulties encountered in the classroom; emphasis is also placed on connecting this classroom experience with the teaching profession. The seminar seeks to reinforce, through presentation and discussion, the “strands” of theory and practice that were integrated throughout the teacher education program, connecting those to the Wisconsin State Teacher Standards, and begin the development of the initial Professional Development Plan (PDP). (Must be taken concurrently with EDU 495/EDU 690 or with Director approval.)
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EDU 691 - Practicum
variable credits
A practicum involving a number of pre-defined experiences (according to the specialty area) with a(n) local agent/agency/school/district over a time period approved in the prospectus. It is designed to afford the student the opportunity to: 1) demonstrate the skills and knowledge acquired during the formal academic process; 2) Learn new competencies and sklills identified as part of the practicum experience; and 3) Engage in an agreed upon project for the partner organization. This practicum is designed to be mutually beneficial expereince: Both the cooperating organization and the student benefit for the exchange of expertise and abilities in a “real world laboratory.”
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EDU 692 - Educational Research Design
3 credits
Concepts, principles, and methods in measurement are examined, including the importance of reflexivity, reliability, validity and item analysis. Students are expected to identify suitable questions of study, establish an apporpriate research design based on the questions asked, and develop methodically acceptable analytic procedures. Approaches to designing/conducting a practical action research project address qualitative, quantitative and mixed-method reserach applications.
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EDU 693 - Capstone: Integration of Theory
3 credits
This course integrates the theoretical world of research and the real-world role of the change agent in successful implementation of curriculum and instruction for improved teaching and learning. Students identify a need, conduct a professional literature review, develop an action plan, implement the steps of the plan, communicate the results and evaluate both individual and organizational achievement and/or improvement. Future applications and recommendations are developed to inform data-driven practices. The action plan and end products are presented by the candidate to the graduate committee and incorporated into a final portfolio.
Prerequisite(s): Completion of all program courses and Dean of CPS approval.
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EDU 698 - Special Topics
variable credits
Selected topics in education, leadership and technology. May be repeated with a change of topic.
Prerequisite(s): Instructor approval
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